Charting a Course to Mathematics Leadership - NCSM

Welcome to 42 nd NCSM Annual Conference inbeautiful San Diego California.As mathematics education leaders, it is ourresponsibility to continuously work to improve ourown professional practice so that we can bettersupport and lead others. Our 42 nd AnnualConferenceCharting a Course to MathematicsLeadershipis designed to provide you with a richprofessional development experience that meetsyour personal leadership needs. Our conference is ashared learning and leading experience designed tomotivate, educate, and inspire us as mathematicsleaders to chart our personal course towards theultimate destination of high quality professionalpractice for all adults we lead that results in highlevels of achievement for all students.features an exciting mix ofover 200 sessions by a variety of speakersindividuals from outside of mathematics educationas well as mathematics education leaders; first-timespeakers, veterans, and perennial favoriteswhowill address current issues related to equity andaccess as well as leadership of curriculum, teachingand learning, and assessment, including bothrecommendations and the Common Core StateStandards Initiative of the National GovernorsAssociation and Council of Chief State SchoolOfficers. Putting PRIME into Practice sessionshighlight how leaders have used the NCSM PRIMELeadership Framework as a tool at the school,district, and state levels to change adult practicesand increase student achievement.program features sessions of special interest toemerging mathematics education leaders.Our Conference also provides a unique opportunityto network with national and internationalcolleagues around issues of mathematics educationleadership. Be sure to take advantage of schedulednetworking opportunities, such as the Caucuses andSpecial Interest Group sessions, as well as theinformal opportunities throughout the conference.Many thanks to hundreds of NCSM members whohave offered their time to ensure the AnnualConference is a valuable professional learningexperience, including speakers, program reviewers,and on-site volunteers. I especially want torecognize Cathy Carroll, Linda Fulmore, SandieGilliam, Sara Munshin, Janet Falkowski, and LynnRaith who have voluntarily dedicated countlesshours to make this conference a valuable experiencefor each of you. Thanks also to NCSM staffmembers who support the work of the NCSMBoardTerri Belcher, Dorothy Shadrick, andDanette Garlock. Please take time to visit and thankour Sponsor Partners for their support of thisAnnual Conference and other NCSM activities.Enjoy this opportunity to continue your professionallearning with national and internationalmathematics education leaders. Have a wonderfulconference!Diane J. BriarsNCSM PresidentNew this year is our Developing CoachesDeveloping Teachers strand, designed to meet theleadership needs of mathematics coaches and thoseresponsible for supporting coaches and developingcoaching programs. Our Monday program featuresa cluster of sessions of special interest toadministrators at all levels, and our Wednesday

Iowa City, IAHacienda Heights, CASalt Lake City, UTChicago, ILPoway, CAHomestead, PALittle Rock, ARFonthill, ONJamesville, NYColorado Springs, CONewton, MAJonesboro, ARPleasant Garden, NCPhiladelphia, PAAustin, TXSan Diego, CA, Program ChairLivingston, NJHouston, TXLos Angeles, CARaleigh, NCPittsburgh, PAGreenville, SCGreely, COPittsburgh, PAOlympia Fields, ILPhoenix, AZNorthbrook, ILNorfolk, VABrookline, MAPittsburgh, PAIowa City, IAHacienda Heights, CASalt Lake City, UTChicago, ILMonee, ILPoway, CAHomestead, PALittle Rock, ARFonthill, ONChandler, AZCape Coral, FLAustin, TXSan Diego, CAChicago, ILLivingston, NJChapel Hill, NCPittsburgh, PAOlympia Fields, ILPhoenix, AZNorthbrook, ILNorfolk, VAPittsburgh, PAHacienda Heights, CAMcMinnville, OR, Chair, Los Angeles, CAClaremont, CALaGrande, ORSouth Pasadena, CA

Addresses issues regarding helping teachers developthe knowledge and skills necessary to ensure access tomeaningful mathematics and mathematics learning forevery student. knowledge and skills necessary to ensure relevant andmeaningful mathematics in every lesson. Addresses the knowledge and skillsnecessary to ensure high quality mathematicsinstruction that meets the needs of every student,every day. Addresses monitoring of student learning andadjustment of teacher instruction for every student ona daily basis. PRIME Leadership Framework. This documentoutlines adult leadership actions that ensure successfor every leader, every teacher and every student. Provides models to support and encourage teachers foreducation reform in enhancing mathematics teachingand learning in their classrooms.Tuesday afternoon, 90minutesMonday, Tuesday, and Wednesday,60 minutes eachMonday, Tuesday, andWednesday, 60 minutes eachMonday, 120 minutes eachTuesday and Wednesday, 90minutes eachMonday, Tuesday, andWednesday, 60 minutes eachMonday and Tuesday, 60minutes eachWednesdayafternoon, 75 minutesCall 911 for any medical emergencies.Fire code regulations apply to all conference session rooms.Sessions will be closed when seating capacity is reached.Regulations require that there is no standing, no sitting onthe floor, and no moving of chairs from another room. Weappreciate your cooperation in this matter.The NCSM Conference is a non-smoking event. Those whowish to smoke must do so outside the building in designatedsmoking areas.NCSM Conference name badges must be worn by attendeesfor admittance to conference sessions, meal functions, andthe sponsor display area. Your conference badge alsoprovides you admittance to the NCTM Bookstore onWednesday.One NCSM Conference bag is given to each registeredparticipant who has an exchange ticket for the bag, as longas supplies last. Replacement bags and extra bags will notbe distributed at the conference.A conference planner, located on page 98, is for your use inchoosing a schedule of sessions and events to attend.Because all rooms have a limited seating capacity, it issuggested that you select at least one alternate session foreach time slot in case your first choice is full.If this is your first NCSM Conference, be sure to attend theBecome familiar with the locations of the sessionrooms and other conference venuesUse the Conference Planner (page 98) to outline yourdaily scheduleBe sure to select alternate session in each time slot incase your first choice is fullNetwork with colleagues and share experiences aboutthe different sessions you attendTurn off cell phones during sessions and functionsVisit the Sponsor Display Area in Elizabeth CDE onMonday or TuesdayAttend the Sponsor Showcases and TechnologyShowcases to learn about the latest educationalproducts

The listings in this program book represent the latestconference information (as of publication date) andsupersede all previously printed information. Be sure to alsocheck the Program Supplement included in your conferencebag for any last-minute revisions. NCSM reserves the rightto change speakers, facilities, or program content at anytime.Rooms have been set to conform to the fire code. As per firemarshal orders, only those seated in chairs will be allowed toremain in the meeting rooms. Seating at all sessions is on afirst-come-first-served basis.The Sponsor Display Area has become an integral part of theeducational services NCSM provides conference attendees.Attendees can examine current resources, explore trends andpractices, review products and services and engage in partners. Be sure tomake time in your schedule to visit the NCSM SponsorDisplay Area in Elizabeth CDE. Wear your conference namebadge to gain entrance.Monday, April 19Tuesday, April 2011:00 AM 5:00 PM8:30 AM 12:15 PM2:15 PM 4:00 PMWritten permission to tape, record, or photograph sessionsmust be obtained directly from the speaker(s) before thesession begins. The request must contain a statementindicating the intended use of such a tape, recording, orphotograph as well as your name and contact information. Acopy of the request should be given to the lead speaker.The NCSM Annual Business Meeting will take place onTuesday, April 20, 2010, from 2:45 PM to 3:45 PM inMolly AB.The Caucuses are perfect opportunities for all conferenceattendees to network, collaborate, and communicate withineach NCSM region. During the sessions, participants will:Identify and discuss national issuesEnhance leadership capacityShare information on opportunities for professionaldevelopment for math leadersPromote networking among membersProvide avenues for personal leadership in NCSMCaucuses are for all national and international NCSMattendees and past presidents. The sessions will be heldTuesday afternoon, April 20, 4:00 PM 5:30 PM. See page53 for the full schedule.Refreshments will be served and door prizes will be drawnat each caucus.The conference program includes two types of commercialsessions. See the daily schedule for details about each of thesessions. are provided by NCSM elite sponsorpartners to share information about their products. focus on the latest productsrelated to the use of technology.Many sponsors generously support NCSM and itsmembership throughout the year. Acknowledgement of allNCSM sponsor partners for their contributions can be foundstarting on page 83.We thank the following sponsors for their contribute toevents related to the NCSM Annual Conference.Conference Program BookConference BagsConference MugsConference Neck WalletConference Media ProductionConference SignageCyber CafeTravel Alarm ClockLuggage TagsMagnetic Refrigerator Clip by Cathy SeeleyMonday Continental BreakfastMonday Box LunchTuesday BreakfastTuesday LuncheonTuesday ReceptionWednesday BreakfastWednesday Lunch

Attendees with tickets for the box lunch may pick up a lunchany time between 11:30 AM and 12:45 PM in the SponsorDisplay area in Elizabeth CDE on the 2nd floor. Remaininglunches, if any, will be available on a first-come-first-servedbasis starting at 12:45 PM.Meal functions are not included in theconference registration fee. Some of our sponsor partnersgraciously agree to host a meal function and provide acertain number of meals within their budget. An admissionticket was provided in your registration packet if a seat wasavailable for a particular function WHEN YOUREGISTERED.late! Experience has shown that some people with tickets optto sleep in some mornings or chose to socialize with friendsin outside restaurants at the last minute. In order to allow asmany attendees as possible to enjoy the meal functions, whenthe ticketed line goes through, the waiting line will follow assoon as possible. If you are late, you may not get the meal forwhich you have a ticket. Please be on time.the NCSM conference registration booth. This will enablesome without tickets to get into the event. You may alsohand them to Sandie Gilliam, at any time during theconference.Unfortunately for boththe sponsors and the conference attendees, many meals at lastbe permitted in to eat once the ticketed line goes through andthe start time for the function is reached. Depending on thefunction, there is a good chance of getting in, especially if youget in line early!Those without tickets may wait in the special line that willform to the side of the ticketed line, and will be let in asspace becomes available after the ticketed line goes through.Special Interest Group meetings on Wednesday afternoonfrom 2:45 PM to 4:00 PM. sessions are:Association of Mathematics Teacher Educators(AMTE)Educational Consultants: A Networking OpportunityEmerging Leaders: Focus Question/Answer TimeEquity in Mathematics Education: TODOSImproving Math Education for Students with SpecialNeedsLessons Learned from Experiments in Our Charter SchoolsLeading Mathematics Education of MarginalizedStudents (NASGEm)Lesson Study NetworkingMath 2.0: A New Vision for Using Dynamic MathSoftware with Web 2.0 Tools (CLIME)Math Contests Build Better Students and TeachersMathematics Content CoachingNuances and Complexities of Teaching Mathematicsfor Cultural Relevance and Social Justice (BenjaminBanneker Association)Nurturing Mathematically Promising and CreativeStudentsUrban Mathematics Leadership Network ForumNCSM provides certificates as a means of honoring studentswho excel in the study of mathematics. All public, private,and parochial schools, as well as colleges and universities,that have at least one NCSM member in the area, are eligibleto participate. Each school may receive up to two awardsper year per graduating class or grade level. Pick upcertificates at the registration booth. More informationabout these certificates is available at mathedleadership.org.You will receive an email in the week following theconference inviting you to share your feedback with theconference committee. We encourage you to take the time tocomplete the online survey, as your thoughts and opinions willbe helpful to the planners of the 43 rd NCSM AnnualConference to be held in Indianapolis, IN, April 11-13, 2011.If you find an article you believe belongs to someoneattending the NCSM Conference, please bring it to the NCSMregistration booth in the Elizabeth Foyer on the 2 nd floor.Articles will be held there until 10:30 AM on Wednesday, atwhich time they will be turned over to the hotel.The NCTM Bookstore is open to all NCSM registrants onWednesday, April 21, from 10:00 AM to 5:00 PM in the SanDiego Convention Center. NCSM registrants wearing theirNCSM Conference badges will receive a 25% discount onpurchases that day.With Seaport Village just outside the Gaslamp District a few blocks away, and Old Town a shortplaces to eat and things to do in your spare time. For morespecific information, check with the hotel concierge desk.

Monday SummaryAnnie (3) Edward CD (2) Elizabeth AB (2) Elizabeth F (2) Elizabeth G (2) Elizabeth H (2)10

Monday SummaryAnnie (3) Edward CD (2) Elizabeth AB (2) Elizabeth F (2) Elizabeth G (2) Elizabeth H (2)11

12Monday SummaryEmma (3) Madeleine AB (3) Manchester GHI (2) Mohsen (3) Molly AB (2)

Monday SummaryEmma (3) Madeleine AB (3) Manchester GHI (2) Mohsen (3) Molly AB (2)13

Monday SummaryRandle A (4) Randle B (4) Randle D (4) Randle E (4) Windsor AB (4)14

Monday SummaryRandle A (4) Randle B (4) Randle D (4) Randle E (4) Windsor AB (4)15

,NCSM President,Pittsburgh, PA,NCSM ExecutiveDirector,Emeryville, CA,NCSM First VicePresident andProgram Chair,Cave Creek, AZ, Assistant Superintendent,Learning Resources and EducationalTechnology Division, San Diego CountyOffice of Education, San Diego, CANancy Giberson is responsible forcurriculum, professional development, andleadership services for the 42 San DiegoCounty school districts, representingabout 500,000 students. She has proactively assisted inestablishing partnerships with businesses, communitygroups, institutions of higher education and appropriatestaff at the California Department of Education in supportof professional development of teachers and administratorsimportant to San Diego County and education statewide.Nancy is past principal of Torrey Pines High School, with ateaching background in high school biology and chemistry.She received postdoctoral training as a visiting practitionerat Harvard University and a Fellow at MassachusettsInstitute of Technologys Sloan School of Management.Additionally she is the recipient of the Sustainable QualityAward for implementing Baldrige Education Criteria forperformance excellence in countywide school managementteams, along with a variety of Administrator of the Yearand Outstanding Leadership awards., Author, Researcher, Tempe, AZ Linda Fulmore, NCSM 1st Vice-President, CaveCreek, AZA true renaissance could occur in our schools startingimmediately. It will begin with an encounter with what JimCollins calls the brutal factsthose practices whicheducators know are important but which have yet to occurin classrooms. We will realize historic improvements inteaching and learning the moment we choose to implementthe most basic, agreed-upon practices and leadershipstructures supported by researchers from every camp.Dr. Mike Schmoker is a formeradministrator, English teacher andfootball coach. He has written four booksand dozens of articles for educationaljournals, newspapers and for TIMEmagazine.His most recent book is , which wasselected as a finalist for book of the year by theAssociation of Education Publishers. His previousbestseller, is one of the most widely used books byschool leaders in the United States.Dr. Schmoker has keynoted at dozens of state and nationaleducational events and has consulted for school districts andstate departments throughout the US and Canada. He nowlives in Tempe, Arizona with his wife and two daughters.Turn in event tickets you do not plan to use at theRegistration Desk in Elizabeth Foyer.

, NCSM Journal Editor, SeniorProgram Director of Elementary Mathematics, BostonPublic Schools, West Roxbury, MA Richard Seitz, NCSM Western 1 RegionalDirector, Helena, MTThis session focuses on the successes and challengesassociated with a district-wide Math Plan put in place inthe fall of 2000. It includes a discussion of the adoptionof standards-based elementary math curriculummaterials, the creation of a cohesive program ofprofessional development and support, theinstitutionalization of district-wide formativeassessments, and the cultivation of leadership amongteachers and administrators. What were we able toachieve? What were the unexpected challenges and howdid we address them? What has it taken to sustain thiseffort over years? Come and hear our stories andconsider whether there are lessons here for your ownwork in districts.Linda Ruiz Davenport has been theSenior Program Director ofElementary Mathematics for theBoston Public Schools sinceSeptember of 2000 where sheoversees the Elementary Math Planthat includes the adoption of astandards-based mathematicscurriculum, a cohesive program of professionaldevelopment for teachers and principals, school-basedsupport from math coaches, and a system of formativeassessments. Prior to that, Davenport directed severalprojects at Education Development Center, was anassistant professor of mathematics education at PortlandState University in Portland, Oregon, and was a juniorhigh and high school math teacher in Austin, Texas. Sheis currently a member of the Urban Math LeadershipNetwork, serves on the Massachusetts Department ofEducation Math/Science Advisory Council, chairs theNational Council of Teachers of Mathematics EmergingIssues Committee, and edits the Mathematics EducationLeadership, the journal of the National Council ofSupervisors of Mathematics.This session is for those who are new to NCSMConferencing. Participants will network with others,overview the structure of the conference, explore thedifferent conference options, set personal priorities andgoals, and work on a personal plan of what to do and whereto go during the sessions., NCSM Awards Chair, RichTownship High School District #227, Olympia Fields, ILWhat are the challenges facing Elementary MathematicsSpecialists and coaches? This session will reviewcertification efforts, professional development needs,leadership challenges, and research regarding the impact ofspecialists/coaches. Promising programs will also behighlighted. The session will also acquaint participants withthe Elementary Mathematics Specialist and TeacherLeaders Project (EMS&TL)., McDaniel College,Westminster, MD, Howard County Public School System,Columbia, MD, Howard County (MD) Public Schools, HuntValley, MD, Stevenson University, Eldersburg, MDHigh-quality mathematics experiences in the primarygrades build a strong foundation for future learning. In thissession we will share useful assessment tasks along withvideo clips of K-2 students that help teachers understandwhat to ask and what to look for when assessing theirstudents., Education Northwest, West Linn, ORSubmit an article for the NCSM Newsletter or Journal.See page 79 for details.

This session focuses on proportional thinking at the middlegrades. Students were taught the topic using a schema basedinstruction approach, which emphasized self-monitoring,problem solving strategies, and visual representations.Results of the study varied across ability groups.Implications for instruction in light of tracking and AYP(Adequate Yearly Progress) requirements will be discussed., University of Puget Sound, Gig Harbor,WA, University of Minnesota, Minneapolis, MN , Harvard Graduate School of Education,Cambridge, MAResearch about teaching and learning algebra offerssuggestions that we have not incorporated into the way wedesign curriculum and help teachers think about instructionin their algebra classes. New tools and ways of thinkingbased on this research have the potential to make adifference in what students learn., Michigan State University, Hales Corners, WIIn this session, we will share the story of how a group ofhigh school mathematics teachers worked collaborativelywith administrators to implement high quality instruction intheir mathematics classrooms in order to support studentlearning. Conversation tools, strategies, and episodes ofpractice will be shared., New Mexico State University, Las Cruces, NM, New Mexico State University, Las Cruces, NM, Principal, Pampa, TX, Mathematics Department Chair,Pampa, TX, Charles A. Dana Center, University of Texasat Austin, Austin, TX, Charles A. Dana Center, University of Texasat Austin, Pflugerville, TXThe Dana Center and Agile Mind have partnered todevelop an online teaching tool that allows teachers toguide students through interactive experiences inmathematics while delivering rigorous course content andaddressing issues of student motivation and engagement.Participants will experience the tool through hands-onactivities.Examine a model of professional development from theMath Forum @ Drexel that provides opportunities forteachers to build their understanding of mathematicalconcepts, explore ways to create similar experiences forstudents, and learn more about resources and supportenabling them to become and thrive as leaders in thiscommunity., Drexel University/The Math Forum,Morton, PA, Traweek Middle School, West Covina, CA, China Grove Middle School, Salisbury, NC, Bellingham Memorial Middle School,Bellingham, MA, Its About Time, Armonk, NYThis workshop will look at how two districts, one urbanand the other suburban, had great success in improvingtest results for at-risk students. Participants willparticipate in an activity that incorporates a standardsbased activity from Math Connections, student-centeredpedagogy, and the technology tools (SmartBoard, TIHandheld and Autograph) to help these students succeed.

For 12 full days, 25 high school students with long histories offailure learned mathematics alongside their two math teachersin a course designed for K-20 math teachers. Hear their storiesof overcoming fears and failures, as they learned togetherwhat it means to know and use mathematics powerfully., Mathematics Education Collaborative,Ferndale, WA, Mathematics Education Collaborative,Berthoud, COOne of the key ingredients to success with Response toIntervention in mathematics is a strong core program whereteachers use instructional practices that meet the needs of adiverse group of students. This session providesprofessional development models school that districtleaders can use to strengthen instruction in their coreprograms., University of Illinois, Chicago, IL, Benedictine University, Naperville, ILTeachers rarely have opportunities to engage in assessmentdesign, even though classroom assessment is fundamentalto effective teaching. In this interactive session, participantswill engage in several assessment-related professionaldevelopment activities that were used to elicit a broaderrange of student reasoning and to increase opportunities forformative assessment., Univ. of Colorado at Boulder, Louisville, COMuch can be learned when a high school mathematicsteacher and a special education teacher combine theirclassrooms to teach Algebra. Through the use of video andthe lenses of both teachers, we will explore the approachestaken to enable all students to have access to Algebra., NCSM 2nd Vice President, ColoradoCollege, Colorado Springs, CO, San Lorenzo Valley USD, Aptos, CAWhy is coaching an emerging PD (ProfessionalDevelopment) strategy? What are characteristics ofexemplary coaching initiatives? Examine data regarding therelationship between school-based coaching and studentachievement and lessons learned from six years of actionresearch. Join us to explore coaching as transformativeprofessional learning for mathematics education leaders., Upstate S2MART CENTER, Spartanburg, SCGraphing calculators and online learning environments canbe used to improve the quality of teaching Algebra 2 andPre-Calculus. A variety of smart ways of using technologyto enhance the teaching experience in K9-12 classroomswill be elaborated., Arizona State University, Scottsdale, AZ, Arizona State University, Tempe, AZ, Arizona State University, Tempe, AZ

, Professor of Education, Emeritus,Graduate School of Education, University of CaliforniaSanta Barbara, Santa Barbara, CA Sara Munshin, NCSM Western 2 RegionalDirector, Los Angeles, CAFor over 100 years educators have argued about how toteach math. This talk will explain why this struggle isimportant, how it relates to quality and equity inmathematics education, and some principles that might beuseful in developing a strategy for winning this struggle.Julian Weissglass received his Ph.D.in mathematics from the Universityof Wisconsin, Madison and was amember of the UCSB MathematicsDepartment for over 30 years. He hastaught mathematics to elementaryclasses, written about education andeducational change and spoken andled workshops on learning and educational change in theU.S., Europe, Australia, and Mexico. His early career wasfocused on mathematics research. Over the years, hisresearch interests changed from mathematics tomathematics education to educational change andeducational equity. He teaches and does professionaldevelopment on racism, multicultural education, andeducational equity. He also teaches about the Holocaustand has led workshops on Healing from World War 2 inEurope. He is Professor of Education Emeritus at theUniversity of California, Santa Barbara.Overcoming resistance to change is a major factor in forgingeffective mathematics program, yet it is rarely discussed.Mathematics coaches and leaders often feel their efforts atimproving instruction are being blocked or thwarted. Thissession provides insights on resistance and strategies thattransform classrooms so all students are successful., LCM: Leadership, Coaching, and Mathematics,Pflugerville, TX, LCM: Leadership, Coaching, and Mathematics,LaPaz, IN, NCSM Membership & MarketingChair, LCM: Leadership, Coaching, and Mathematics,Madison, VAHow do professional development opportunities gearedtowards special education teachers that teach mathematicshelp to increase student performance? This session willaddress collaboration, teaching strategies, deliveringmathematic concepts, preparing students to takeassessments, and using technology in a variety of specialeducation settings., Buffalo City Schools, Tonawanda, NY, Buffalo City Schools, Derby, NY, Buffalo City Schools, Tonawanda, NYThere is a wealth of information and knowledge available toyou!! Bring your questions, problems, concerns andchallenges. Get suggestions and discuss the issues with yourPast Presidents and colleagues., NCSM President 19891991, NCSM President 19992001, NCSM President 19811983, NCSM President 20052007, NCSM President 20012003, NCSM President 19951997, NCSM President 19791981, NCSM President 19771979In an urban high-needs district the Math-IST (InstructionalSupport Teacher) role was created, supporting teachersimplementation of new curriculum and state assessments.Within three years, success was documented by the growthof teachers knowledge for teaching mathematics andstudent assessment gains. Data on six years of Math-ISTswork in schools will be shared., Syracuse University, Syracue, NY, Syracuse City School District, Syracuse, NY

The National Research Council recently completed a studyof early childhood math, synthesizing and analyzingresearch from a number of disciplinary fields. Authors of thereport will draw implications for leadership, policy, andpractice that will help all children, especially vulnerablechildren, get a strong start in learning math., University at Buffalo, SUNY,Williamsville, NY, Self-employed, Fallbrook, CA, Columbia Teachers College,New York, NY, University of Georgia, Athens, GA, Didax, Rowley, MA, Math Perspectives TeacherDevelopment Center, Bellingham, WALearn more about the power of early assessment and howit can impact instruction to improve student learning.Participants will get hands-on experience administeringAMC Anywhere, the technology component ofRichardsons Assessing Math Concepts, and they willalso learn how to use assessment data to impact theirinstruction for maximum results.Participants will see how coaches have helped teachers tobring mathematically appropriate focus to a lesson, tochoose the right questions to ask, and to support studentdifferences. The goal is to help teachers see how thesedecisions affected their students beliefs about math andtheir students ultimate success., University of New Brunswick, Ottawa, ON,Canada, MIND Research Institute,Santa Ana, CARecent research on working memory has led MINDResearch Institute to develop an innovative approach tobuilding automaticity of basic arithmetic facts usingvisual representations. This session will describe MINDsnew ST Math: Fluency program, the research behind it,and how students can gain automaticity WITHunderstanding.This session presents findings and sample activities from aninnovative approach to professional development, usingstudent teachers. Through daily collaboration, a team ofveteran and student teachers learned how to get through totheir students, rather than simply getting through a book. Asa result, student achievement was positively affected., California State University Northridge,Reseda, CA

What would it take to build a program so strong and invitingthat a large percentageperhaps even every studentcouldbe prepared to successfully complete challenging coursessuch as Statistics or Calculus before leaving high school? AMathematics Vertical Team could be your answer! Comeand see!, Fresno County Office of Education, Fresno,CAThis interactive session will be based on video cases whichfeature two math topics: number lines to representsubtraction problems and story problems to explore additionand division of fractions. Discussions include whatsupervisors would want teachers to learn from such videoand then examines facilitation moves to support suchlearning., Mount Holyoke College, Carlsbad, CA, Education Development Center,Northampton, MAExperience the pieces of middle school lessons for ALLstudents including: identification of the intendedmathematics, warm ups, problem posing, tasks, neutralquestioning, scaffolding the sharing of student workincluding modeling and technology, differentiating theextensions, reflecting on the learning (both students andteachers). Receive a sample of K8 lessons., Teachers Inspiring Problem Solvers,Redmond, OR, Teachers Inspiring Problem Solvers, LakeOswego, ORAnalyzing assessments and student work guides teachers andinstructional leaders to plan next steps for instruction. Thissession will focus on differentiation and descriptivefeedback as practical strategies to link analysis of work toimprove instruction. Use these strategies to help guide yourteachers to meet the needs of all students., Jefferson County Public Schools, Louisville,KY, Jefferson County Public Schools,Louisville, KYStudents who are struggling in mathematics needintervention that includes formative assessments (to identifystudents misconceptions and gaps in knowledge allowingteachers to know what to teach), differentiation (toencourage teachers to address students specific learningneeds), and specific concept-building games (to motivatestudents to engage in math learning)., Montgomery County Public Schools,Severna Park, MDParticipants will be involved in several mathematicalactivities that emphasize mathematics as a human endeavor.These activities are designed to promote awareness toliteracy issues related to mathematics teaching and learningand also to demonstrate concrete ways to involve writing,reading, listening and talking in a secondary mathematicsclass., Pomona USD, Claremont, CA, Cal Poly Pomona,Claremont, CANominations for 2011 NCSM Board positions areopen. See page 76.

, NCSM Immediate Past President,Leadership Consultant, Chicago, IL Laurie Boswell, NCSM Eastern 1 RegionalDirector, Monroe, NHThe best leaders not only lead well, but also reflect ontheir leadership long enough to understand thephilosophies that cause them to do so. They can pinpointthe rationale for their actions and decisions with ease.This motivational and humorous session will highlightlesson learned axioms in four different categories ofleadership: vision and strategy, teamwork andcommunication, assessment and evaluation, and personalintegrity. Thought provoking and challenging, thissession will support your leadership journey formathematics program success regardless of your role orsphere of influence as a mathematics education leadertoday.Tim Kanold is the immediate PastPresident for NCSM and currentlyserves the NCSM Board as theDirector of the Summer LeadershipAcademies as well. Tim is the CEOand founder of E^2-PLC Learning-aprofessional development companythat serves mostly urban districts.Previously, Tim served for 21 yearsas the Director of Mathematics and Science and then asSuperintendent of Adlai E. Stevenson High SchoolDistrict 125 in the Chicago area. A motivational andinsightful leader, Tim provides practical solutions to thecomplex issues faced by mathematics education leaderstoday.This session details the use of 3 data tools available to allPennsylvania school districts to inform planning of strategiesto increase student achievement. In addition, the analysis ofthese tools will provide a foundation for ongoing benchmarkassessment to monitor progress towards school district goals., Lancaster Lebanon IU13, Lancaster, PATransformations, coordinate geometry, calculator andcomputer graphics, and increased attention to applicationshave all caused, without fanfare, changes in how we look atthe shapes of figures. This talk discusses the changes inschool geometry in grades 3-12 over the past half centuryfrom the standpoint of the concept of shape., The University of Chicago, Winnetka, ILMathematics Teaching Specialists use coaching ingredientsto transform teachers into Teacher Leaders, who usecoaching techniques with their staff while affecting studentachievement, teacher learning, and instruction. Participantswill learn about a successful model that is used to improvestudent achievement in an urban district and the overallimpact district-wide., Milwaukee Public Schools,Milwaukee, WI, Milwaukee Public Schools,Milwaukee, WIThis interactive session will provide participants with theopportunity to develop an understanding of the AssessmentPrinciple and the corresponding teacher leadership actions asdescribed in PRIME. The components of effectiveassessment practices will be discussed as well as how thesecomponents work together to build successful practices., NCSM Position Papers Editor, Southborough, MA, NCSM Southern 2 Regional Director,Arkansas State University, Jacksonville, ARA mentor/cooperating teacher plays a critical role inbeginning or student teachers development. Strategies inguiding them to effective mathematics teaching and dealingwith classroom challenges will be presented. The efficacy ofonline peer discussion as a means of support and reflectionfor pre-service and beginning teachers will be discussed., University of Pittsburgh at Johnstown,Johnstown, PA

Explore the use of online courses to create a community ofelementary/middle grades teachers who develop their owncontent knowledge and use rich problems to teach criticalconcepts and skills. Readings, math activities, anddiscussions reinforce the role of problem solving inaddressing NCTMs Process Standards., The Math Forum @ Drexel, Haverhill, NHComputer Algebra Systems (CAS) allow students to buildcomputational models of mathematical objects so that they canexperiment with mathematical phenomena (polynomials, forexample) in ways that would be intractable by hand.Participants in this session will investigate with examplesfrom the National Science Foundation-funded high schoolcurriculum, CME (Center for Mathematics Education) Project., Education Development Center, Wilmington, MA, Education Development Center, Salem, MA, Fresno County Office of Education, Fresno,CA, Fresno Christian Schools, Fresno, CAHear the year two report on the Fresno Algebra Nspiredlesson center site. Come learn about their successes and geta hands-on experience of TIs Interactive MathematicsClassroom featuring Algebra Nspired., Key Curriculum Press, Emeryville, CAIgnite lights up audiences around the world. Speakers sharetheir expertise in five-minute presentations using 20 slidesthat auto-forward every 15 secondsready or not. For a listof speakers and topics, visit the Key display table., NCSM President, Pittsburgh, PA Donna Karsten, NCSM Canadian RegionalDirector, Halifax, Nova Scotia, CanadaThe professional literature describes numerousresearch-based actions that leaders should implementin their schools or districts to improve the quality ofmathematics teaching and increase student achievement.Learn about high-leverage actions (actions that producethe greatest benefits), the research that supports them,and practical suggestions for incorporating them intoleadership practice.Diane Briars is President of NCSMand Co-Director of the AlgebraIntensification Project, a jointventure of the Learning ScienceResearch Institute, University ofIllinois at Chicago and the DanaCenter, University of Texas atAustin. Previously, she wasMathematics Director for thePittsburgh Public Schools. She has served as a memberof many national committees, including the NationalCommission on Mathematics and Science Teaching forthe 21st Century, headed by Senator John Glenn. Atalented and motivational speaker, Diane has served inleadership roles for NCTM, The College Board, and theNational Science Foundation.With a growing interest in the use of coaches to improvemathematics instruction in schools, this session will examinedifferent types and depths of knowledge that contribute tosuccessful coaching and will provide a model forprofessional development to address these multipleknowledge domains., RMC Research Corporation, HighlandsRanch, CO, RMC Research Corporation, Aurora, CO, RMC Research Corporation, Pine, CO

Since 2004, the Southwest PA Math Science Partnership hasprepared 900 Teacher Leaders who have facilitated learningexperiences for 6,600 of their district colleagues. Join theMSP Principal Investigator to discover lessons learned frommulti-year Teacher Leadership Academies as described bythe LEADS acronym: Learning, Explicitness, Assessment,De-Briefing, and Support., SW PA Math & Science Collaborative,Pittsburgh, PA, SW PA Math & Science Collaborative,Moon Township, PAWe studied what was happening in our Math SciencePartnership sites for the 2 years following NSF (NationalScience Foundation) funding. We discovered that teacherleaders roles and functions had changed. We will share whatthey told us about how our leadership development programprepared them and what more we could have done., University of Rochester, Rochester, NY , University of Rochester, Fairport, NYReports show that we are improving in many aspects of PK-12 mathematics. However, improvement efforts seem tocontinually reach a plateau short of our goals. Gaps inopportunities and student achievement persist. What can wedo to get past the plateau and give every student a highquality math education?, Charles A. Dana Center, University of TX,Austin, TXThe Milwaukee Public Schools charted a course forleadership via a professional learning continuum formathematics, focusing on formative assessment. Thiscontinuum acknowledged change as a developmentalprocess for schools and the district. As a result, students aremaking significant mathematics gains and closingachievement gaps on state tests., University of Wisconsin-Milwaukee,Milwaukee, WI, Milwaukee Public Schools,Milwaukee, WICoaches are professional learning leaders in our schools -but how do they get to that place? The three-tiered model ofthe development of coaches that is used prepares teachers tobecome coaches, provides continued professional learningopportunities for current coaches, and utilizes coachingexperts in the field., Buffalo Public Schools, Blasdell, NY, Buffalo Public Schools, Buffalo, NY, Buffalo Public Schools, North Tonawanda, NY, Buffalo Public Schools, Buffalo, NYLook for an email next week inviting you to completethe Online Conference Feedback Survey.San Diego Unified School District is helping PK teacherslearn how to create a supportive learning environment andprovide appropriate instruction as they help children makesense of the world of mathematics, with help from the MathPerspectives Teacher Development Center., Math Perspectives TeacherDevelopment Center, Bellingham, WA, San Diego City Schools, San Diego, CA, Math Perspectives Teacher DevelopmentCenter, Sacramento, CA, San Diego Unified School District, ImperialBeach, CA

, Encyclopedia Britannica, Chicago, IL, Encyclopedia Britannica, Camden, DEParticipants will engage in lively and interactive webbasedpractice and assessment for elementary students.Move students toward computational fluency while usingtools that allow teachers to differentiate, assess, track, andevaluate in real-time. As a result, students will enjoydoing mathematics at home or in the classroom., Houghton Mifflin Harcourt, Plainfield, IL, Houghton Mifflin Harcourt, Lake Oswego,ORLearn how this unique pedagogical approach focusing ondepth of understanding, number and number sense, andvisualization strategies for problem solving can be usedeffectively in your school or district., President, Board of Education SanDiego Unified School District, San Diego, CA Ralph Connelly, NCSM Past CanadianRegional Director, St. Catherines, ON, CanadaIf mathematics education leaders can connect to theSchool Board, we can ensure mathematics is protectedduring budget deficits. This session describes how largeurban districts can provide quality mathematics programsduring the worst economic crisis our country has everseen.Shelia L. Jackson was elected to theBoard of Education in November2004 and re-elected to her seat inNovember 2008. Ms. Jackson wasborn and raised in Smithfield, NorthCarolina, and graduated fromSmithfield-Selma Senior HighSchool. After graduation, she joinedthe U.S. Navy and served for21 years. During her career in the Navy she rose to therank of Senior Chief and managed Navy Health clinicson overseas assignments and in the U.S. Always apioneer in her career, she was the first female AdvancedHospital Corpsman to manage a medical unit on anactive duty Navy ship. During her military career, Ms.Jackson earned a Bachelor of Health Science fromGeorge Washington University. After her retirementfrom active duty in 1995, Ms. Jackson moved to SanDiego to begin her second career in public education.She received her teaching credential from Cal State SanMarcos and a Masters Degree in Educational Leadershipfrom National University. From 1995 to 2003, Ms.Jackson taught at Bay Park Elementary School andserved on various school and neighborhood committeesincluding President of the School Site Council. SheliaJackson served as Math Team Leader, InstructionalLeader, and Institute Coordinator for the San Diego MathProject. She also coordinated the San Diego MathOlympiad for three years. In 2004, Ms. Jackson made thedecision to apply her leadership and management skillslearned in her military career and her experience as ateacher to run for a seat on the San Diego Unified SchoolBoard.

Focusing on subtraction and using student work artifacts,including video, we will consider the foundations ofcomputational fluency in the elementary grades. We willconsider these questions: What makes subtraction sodifficult? What contexts and representations help studentsunderstand the operation? What implications does this havefor teaching and professional development?, TERC, Cambridge, MA, TERC, Concord, MAFindings from a large study of K-8 principals LeadershipContent Knowledge (LCK) for mathematics will bepresented: what principals with different LCK profiles seeand value when observing mathematics classrooms and howthe principals work with teachers. Participants will examinecase study data and discuss the benefits and deficits ofdifferent LCK profiles., Education Development Center,Cambridge, MA, Education Development Center,Lexington, MAParticipate, experience, and engage in activities andprocesses that veteran coaches have implemented in a highneeds urban district. Attendees will be given an opportunityto examine artifacts, practice protocols, and utilize tools inan interactive setting. Leave with knowledge of how ourcoaching initiative influences curriculum, instruction, andassessment., Buffalo Public Schools, Lockport, NY, Buffalo Public Schools, Buffalo, NY, Buffalo Public Schools, Buffalo, NY, Buffalo Board of Education, Grand Island, NYThis talk will discuss the challenges that teachers face whentrying to unpack the mathematics embedded in a sequence ofproblems in a problem-centered curriculum. Both themathematical and pedagogical background of teachers playcentral roles in these efforts., Michigan State University, EastLansing, MI, Michigan State University, EastLansing, MIThe effectiveness of the Singapore math curriculum and ofvisual models in teaching number sense, operations, andproblem solving are well recognized. This workshop willdescribe, through video and student work, the challenges inbringing this curriculum to the United States., Houghton Mifflin Harcourt, Lake Oswego, ORClassroom-tested strategies for helping intervention studentswill be demonstrated. Help students learn such skills asmastering multiplication facts, operating with fractions, andmore. Learn how to help struggling students gainconfidence, comfort, and computational fluency. Acomprehensive handout will be provided., Institute for Conceptual Instruction andCalifornia Association for the Gifted, Santa Ana, CA

This session reports on a three-year professionaldevelopment research project to implement formativeassessment strategies within networked classrooms.Formative assessment strategies and how a TI-NavigatorSystem with 73-Explorer calculators was utilized toimplement them will be discussed. Samples ofimplementation from the 32 teacher participants will beshared., University of Hawaii at Manoa, Honolulu, HI, University of Hawaii at Manoa, Honolulu, HI, University of HawaiiCurriculumResearch and Development Group, Honolulu, HI, University of HawaiiCurriculumResearch and Development Group, Honolulu, HI, Math Solutions, Sausalito, CA, Math Solutions, San Antonio, TX, Math Solutions, Austin, TXMath Solutions ePD Coaching is a customizable, webbased,professional development service led by MathSolutions instructors. We will demonstrate how yourschool or district will benefit from technology and theexpertise of Math Solutions with collaborative andsustainable professional development services thataddress your specific problems and goals in mathematicsinstruction., Coppell Independent School District,Coppell, TXNew Tech High at Coppell uses Project Based Learningto deliver core knowledge and 21st Century skills,emphasizing real-world applications. New Techsstudents have access to necessary technological tools,including personal laptops and, through a partnership withCASIO, fx-9860 Graphing Calculators. Session attendeesreceive a CASIO fx-9860 Graphing Calculator.This session will go beyond the general, over used terms(e.g. learning communities, trust, relationship) and hone inon the essence of effective coaching. We will name thebehaviors and show video examples of coaching practicesand moves that are sure to improve classroom practice andbuild sustainable capacity., Metamorphosis Teaching LearningCommunities, New York City, NY, Metamorphosis Teaching LearningCommunities, New York, NYDifferentiated coaching capitalizes on teacher strengths tohelp them transform their classrooms. Learn how to use aneutral framework to uncover teacher beliefs, providedifferentiated evidence to change those beliefs, and adoptcoaching roles that meet teacher learning styles so thatcoaching practices model how teachers can differentiatemathematics instruction., Differentiated Coaching Associates, LLC,Edina, MNThe mathematics education community has made greatprogress on educational equity in recent years. It is still achallenge, however, to have productive and meaningfuldiscussions on how race, class, gender, and other forms ofbias affect the teaching and learning of mathematics., Professor of Education, Emeritus, SantaBarbara, CAIn this session we will examine the key components of effectivefacilitation for three related forms of professional learning:video study groups, lesson study groups, and classroomcoaching. This session will highlight our lessons learned andwill include mathematics problem-solving activities, classroomvideo clips, and suggested practices for facilitators., Education Northwest, Portland, OR, Education Northwest, Portland, OR

In this interactive session, we will draw upon video andwritten student artifacts to support professional developersworking with primary-grade teachers. We will considercharacteristics of video and written student work thateffectively engage teachers in discussions of childrensmathematical thinking as a basis for their teaching., San Diego State University,San Diego, CA , San Diego State University, San Diego, CA, San Diego State University, Coronado, CA, San Diego State University,San Diego, CAFacilitating incorporation of formative assessment practicesis the focus of the Northwest Regional Education Laboratoryproject. This session presents the challenges and successesteachers experience as they use a feedback guide to interpretand use student responses to open solution tasks to providewritten feedback and share instructionally selected studentperformances., Northwest Regional EducationalLaboratory, Portland, OR, Northwest Regional Educational Laboratory,Portland, OR, Northwest Regional Educational Laboratory,Portland, ORStudent Recognition Certificates are available at theRegistration Desk.Submit a proposal to speak at the 2011 AnnualConference in Indianapolis. See page 76 for details., Executive Director, Silicon ValleyMathematics Initiative, Mathematics AssessmentCollaboration, Morgan Hill, CA Diana Kendrick, NCSM Eastern 2 RegionalDirector, Upper Marlboro, MDAs education shifts from the pitfalls derived from highstakes testing, there is compelling research that indicatesauthentic formative assessment, focused on studentthinking and student work, is an essential strategy forteachers. This session will describe an assessment cycletied to student thinking, using state of the art materials,and the innovation of successful teachers to bringformative assessment practice to the reality of theclassroom. Materials and video cases will be shared.David Foster is the mathematicsdirector of the Silicon ValleyMathematics Initiative comprised of43 member districts in the SanFrancisco Bay Area. He establishedSVMI in 1996 working for theRobert N. Noyce Foundation. DavidFoster is the primary author ofpublished byGlencoe/McGraw-Hill, 1994. This publication is aninnovative mathematics program for middle schoolstudents, grades six through eight. His other worksinclude published by Glencoe, 1996and published by CoherentCurriculum, 1988. His most current work is published as an online curriculumby Agile Mind, 2006. Two recent articles, and , appear inMSRIs ASSESSING STUDENTS MATHEMATICSLEARNING: ISSUES, COSTS AND BENEFITS 2007.David was a Regional Director for the Middle GradeMathematics Renaissance, a component of the CaliforniaState Systemic Initiative sponsored by the CaliforniaDepartment of Education and funded by the NationalScience Foundation. David taught mathematics andcomputer science at middle school, high school andcommunity college for eighteen years. He also workspart-time for San Jose State University. He is Co-Director of the Santa Clara Valley Math Project. He isalso Co-Chair of the advisory committee of theMathematics Assessment Resource Service/BalancedAssessment. He is a consultant to the Urban MathLeadership Network that works with the 25 largestschool districts in America.

What does research say about the needs of struggling mathstudents? How can coaches support teachers so they betterunderstand the needs of these students and so they provideappropriate instruction to learn mathematics? These arequestions that will be explored in this session., Math & Science Collaborative ofSWPA/Allegheny Intermediate Unit, Pittsburgh, PAThe presentation team from University of Nevada Las Vegasand Robert Lunt Elementary School will engage participantsin a multimedia presentation and a discussion of theirjourney to increase student achievement in mathematicsthrough a modified lesson study approach focused onproblem solving and communication in mathematics., Clark County School District, Las Vegas, NV, University of Nevada Las Vegas, Las Vegas, NV, Robert Lunt Elementary School, Las Vegas, NV, Robert Lunt Elementary School, Henderson, NVThe power of coaching in developing leaders cannot standalone at the building level. Aurora Public Schools in Aurora,Colorado has developed several interconnected professionaldevelopment structures to support district coaches, teacherleaders, demonstration classroom teachers, and teachers intheir role in increasing student achievement., Aurora Public Schools, Aurora, CO, Aurora Public Schools, Aurora, CO, Aurora Public Schools, Thornton, COThis session will provide participants with strategies todiscuss the conceptual understanding versus basic skillsdebate in a respectful manner. Participants will be engagedin activities and research involving number sense, fractionsense, and technology (youtube) that can foster support forchange in school mathematics and lead to reforms., Rowan University, Sewell, NJLearn how Phoenix Union High School District, in Phoenix,AZ, is closing the expected-acceptance gap withcurriculum. This interactive session will provide participantswith the opportunity to review and develop resources onhow-to ensure that the intended curriculum isimplemented and is student and teacher friendly., Phoenix Union High School District,Phoenix, AZ, Phoenix Union High School District,Phoenix, AZDiscussing carefully chosen clips of classroom practicehelps teachers make teaching public, talk about mathematicsand student learning, and can lead to a shift in pedagogymore focused on students. Participants will consider how toestablish video club norms and lessons learned using them todevelop a community of practice., University of Washington, Seattle, WA, University of Washington, Baltimore, MDPlease turn cell phones off or put on vibrate while insessions.

Prime the Pipeline: Putting Knowledge to Work is an NSF-Funded program that engages math and science teachers (aslearners), high school students, undergraduate trainedmentors, university faculty and industry scientists workingon long-term projects in scientific villages aimed atexciting all about STEM careers and introducing workplacetechnologies., Arizona State University, Phoenix, AZ, Arizona State University, Phoenix, AZ, Arizona State University, Queen Creek,AZ, Arizona State University, Mesa, AZ, Key Curriculum Press,Emeryville, CAExplore how Sketchpad helps teachers more effectivelyteach elementary mathematics by making it dynamic andengaging. Experience hands-on activities with integers,ratios, and fractions. Discover how Sketchpad allowsstudents to create and extend their mathematicalunderstanding through dynamic explorations. Learn howSketchpad can help you motivate and improve studentlearning.This meeting of the NCSM Regional Leadership Teams and NCSM Regional Directors will focus on the critical work ofNCSM for 20102011. This meeting is for all those invited to serve on the Regional Teams. , NCSM President, Pittsburgh, PA

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Tuesday SummaryAnnie (3) Edward CD (2) Elizabeth AB (2) Elizabeth F (2) Elizabeth G (2) Elizabeth H (2)35

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Tuesday SummaryEmma (3) Madeleine AB (3) Manchester GHI (2) Mohsen (3) Molly AB (2)37

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has created products and services thateducate, entertain, and motivate children to help enlarge their understanding of the world around them. Tom SnyderProductions, a Scholastic company, creates innovative software products and professional development services toinspire great teaching and improve student learning., Tom Snyder Productions/Scholastic, Carlisle, MAToo many of our students are caught in a cycle of math failure. What does the emergingcognitive and behavioral research say about why? And what resources and approaches doesthe research suggest we should bring to bear to begin to turn these students around? is Vice President of Product Development and Chief Academic Officerat Tom Snyder Productions, where for more than 20 years he has led the development ofaward-winning educational software for the classroom. Recently Dr. Docktermanguided the development of Fraction Nation, SMI, FASTT Math, and GO Solve Word Problems. He also co-createdand co-well as designed the School version of this animated TV show. Dr. Dockterman is also the author of the highlyregarded book Weaving Technology into Your Teaching.Dr. Dockterman is an Adjunct Lecturer on Education at the Harvard Graduate School of Education, where hereceived his Ed.D. in 1988. Dr. Dockterman has dedicated himself to supporting classroom teaching and thesuccessful integration of technology into schools.Visit Tom Snyder Productions/Scholastic at Booth 302 in the Sponsor Display Area orat www.tomsnyder.com and www.scholastic.com.Look for an email next week inviting you to completethe Online Conference Feedback Survey.Volunteer to help at the 2011 Annual Conference inIndianapolis. See mathedleadership.org for details.

, Associate Professor Director,Center X, University of California, Los Angeles,Los Angeles, CA Susan Birnie, NCSM Southern 1 RegionalDirector, Annandale, VAThis interactive session is designed to share withparticipants the complexities of how culture influenceslearning for diverse students. The session will includeculturally relevant concepts and principles that can haveapplicability for math teachers and learners. The sessionwill pay particular attention to various knowledge, skills,and aptitudes that can that can be useful in helping toclose the achievement gap facing many culturally diversestudents.Dr. Tyrone C. Howard is anAssociate Professor in theGraduation School of Education andInformation Studies at UCLA. Hiswork is concerned with issues ofaccess, equity, and increasing theacademic achievement of culturallydiverse students. Prior to enteringhigher education, Dr.Howard worked as an elementary school teacher inCompton, California, which is also the city where he wasborn and raised.Dr. Howard has published over 40 peer reviewed journalarticles and book chapters which address issues in socialstudies education, multicultural education, the schoolingexperiences of African American students, critical racetheory, and the historical, social, and political context ofeducation. Dr. Howards new book addresses the role ofrace and culture in examining the achievement gap. Dr.Howard has worked as a consultant for a number ofcities and school districts across the country.This session focuses on elementary-level, school-based mathcoaches drawing upon case studies from urban elementaryschools. Participants will engage in activities that explore theenactment of these roles. The activities utilize instructionalmaterials that promote reflection and discussion, usingtheoretical framing and critical inquiry methods., University of Chicago, Oak Park, IL, Michigan State University, East Lansing, MIIn this motivational and insightful session, we will explorethe three most essential leadership practices necessary tolead a sustained erosion of inequities in our schoolmathematics programs. Specific leadership connections torecommendations from the PRIME leadership Frameworkwill also be provided., NCSM Immediate Past President,Educational Author and Leadership Consultant, Chicago, ILThis interactive session leads participants through theprocess of creating professional development to supportclassroom assessment, including techniques that blend ongoingassessment for instructional planning with existingschool practices such as benchmarks tests and pacing guides.Session draws on work of Partners for MathematicsLearning, a North Carolina MSP project., Meredith College, Raleigh, NC, Appalachian State University,Boone, NCDenver Public Schools Response to Instruction (RtI) formathematics is grounded in our common core mathematicsprograms. In this session, join our journey to explore oursuccesses, challenges, and tools we have created, includingprotocols for progress monitoring, individual record of RtI,and teacher guide for differentiating classroom instruction., Denver Public Schools, Denver, CO, Denver Public Schools, Littleton, COThe Teacher Algebra Network (TAN) joins Alleghany,Ashe, and Avery County school districts and AppalachianState University in addressing algebra-readiness needs ofstudents. In this talk, project leaders will share how the ruralcontext informs the design and implementation of TAN tothe benefit of underrepresented students., Appalachian State University,Boone, NC, Appalachian State University,Boone, NC

A brief overview of the Focus in High School Mathematicsdocument will be given by members of the writing group. Aseries of discussion questions will then be posed, coveringdifferent areas of impact; and small groups will discuss thequestions, with a brief report back at the end., Auburn University, Reston, VA, NCTM, Reston, VA, Carnegie Learning, Pittsburgh, PACome experience the new Carnegie Learning GeometryCurriculum that incorporates the common strands ofgeometry throughout the lessons. It strengthensconceptual understanding using proofs, construction ofshapes, and drawing algebraic connections. Theinstructional software provides embedded proof andconstruction tools for students to create proofs, diagrams,and complete problem solving tasks.Houston Independent School Districts Exemplar VideoProject was a collaboration with the Rice University SchoolMathematics Project. The projects goal was to close the gapbetween theory and practice in the Algebra I classroom.Learn about its development, implementation, and impact,examine the mathematics, and preview parts of the video., Rice University, Houston, TX, Rice University, Houston, TX, Houston Independent School District,Houston, TX, Math Solutions, San Antonio, TX, Math Solutions, Birmingham, ALThis session introduces a new resource and DVD,Number Talks: Helping Children Build Mental Math andComputation Strategies. Meet Sherry Parrish, author, andlearn about strategies teachers can use to create aclassroom environment and routine that supportsstudents mental math and computation. Complimentarycopies to the first 50 attendees.

We will investigate how equity issues are addressed in theother position papers as seen in the implementation steps forbuilding collaborative teams, working with students withspecial needs, and leading effective assessment practices.Participants will develop action steps to initiate in their localsettings., NCSM Position Papers Editor,Southborough, MAThis session focuses on the role of flexible computationstrategies in a K-5 mathematics curriculum. Specific areas ofdiscussion will include the interplay between conceptualmodels and numerical algorithms, the teaching of variedstrategies to meet individual students needs, and the balancebetween invented and learned strategies., University of Illinois at Chicago TIMS Project, Oak Park, IL, University of Illinois at Chicago,Chicago, ILIntegrating early algebra into instruction strengthenselementary students understanding of the operations andbuilds a foundation for algebra. We will provide examples ofteacher work from a course focused on articulating,representing, and justifying generalizations about arithmeticand will discuss how teachers incorporate learning about thiscontent into their classroom practice., Technical Education Research Center,Somerville, MA, SummerMath for Teachers, Carlsbad, CA, Education Development Center,Northampton, MAExperience activities from a PD (Professional Development)course for helping math teachers and special educatorsprovide high-quality, accessible math instruction to studentswith disabilities. Learn about the findings of case studyresearch on how five diverse districts implemented the PDwith their teachers. Leave with ideas and materials to applyin your district., Education Development Center, Newton, MA, Education Development Center, Newton, MAAnalyzing student assessment data provides a wealth ofinformation that can be used to improve instructionalpractices and student achievement. In this session, attendeeswill examine data from standardized and classroomassessments using data analysis methods that can be used intheir schools and classrooms., Pearson, Leander, TX, Pearson, Round Rock, TXAcross grades, students often struggle with basic conceptssuch as area or reasoning about geometric relationships.Building from research on teaching and learning, usingdynamic interactive technology as a tool for learning, andasking the right questions can engage students in reasoningabout these concepts in ways that develop understanding., Oregon State University, Corvallis, OR, Michigan State University, Hales Corners, WI

, Director, Instruction & ProfessionalDevelopment, Grossmont Union High School District,La Mesa, CA Timothy Kanold, NCSM Immediate PastPresident, Chicago, ILThe incredible journey of a district working to shift itsculture from isolation to collaboration will be discussedfrom the viewpoint of the day-to-day faces and storiesthat have moved this district forward. Beyond just thelabel of PLC, this discussion will include the successes,as well as the difficulties, encountered.Cindy Douglas is currently theDirector of Instruction &Professional Development for theGrossmont High School District inSan Diego County. She has alsoworked as a high school Governmentand Economics teacher for 14 years,and was the regional director for newteacherprograms in Southern California for 3 years. Whileteaching, Cindy received the Golden Apple Award 3times and was honored with the Teacher of the YearAward from the CA Commission on TeacherCredentialing for her work with new teachers.This session discusses how using student growth models forlarge-scale mathematics assessments can contribute toeffective changes in classroom, school, and district practices.Participants will engage in a discussion of how these modelscan improve the way educators at the state, regional, district,and school level rethink and improve mathematical learning., National Center for the Improvement ofEducational Assessment, Austin, TXIts really not an accident that countries like Singapore andHong Kong significantly outperform the U.S. Well take alook at some of the features, some of the instructionalapproaches, and some of the assessment items that caninform and guide our own efforts to improve out outcomes., American Institutes for Research,Washington, DCThere is general agreement that strong K-12 mathematicsprograms are necessary for our children and country tosucceed and flourish. This session will highlight thechallenges and opportunities for continual improvement ofschool mathematics programs., President, Association of MathematicsTeacher Educators (AMTE), University of Missouri,Columbia, MOThe concept of an elementary mathematics specialist is notnew. However, it is finally being seriously considered bymany states. Many questions need answers. Many challengescome with establishing the role of elementary specialist.From coach to classroom teacher, lets look at some of theissues and share ideas., John Carroll University, NCSM PastPresident, Willowick, OHTeachers of English Language Learners need to have two goalsin teaching ELLs mathematical understanding and proficiencyin English. Participants will consider how to support teachersthat teach ELLs in meeting these two goals., Math Solutions, Austin, TX

The latest TIMSS (Trends in International Mathematics andScience Study) results show Singapore students performingvery well at Grade 4 Math. This presentation shows aSingapore math program based on theory to practice and itsuniqueness in teaching math. The talk will substantiate withexamples and video clips how to help students master math., Emirates College for Adv Edu, SydneyNSW, Australia, Qifa Primary School, SingaporeSelecting a curriculum is only a part of what districts need toconsider when they examine how to improve the teachingand learning of mathematics. We will describe and discussthe many factors and components of implementation thatleadership teams need to consider as they plan for successfulimplementation., TERC, Concord, MA, TERC, Cambridge, MAParticipants will learn ways that mathematics supervisors canhelp their teachers move beyond the traditional test and quiz tofind ways to accurately assess student progress. Informativeresearch and current methodology will be discussed., Oakland Public Schools, Haskell, NJ, Valley Middle School District, Oakland, NJLearn how intuitive operating CASIOs low-cost graphingcalculator is. Become bi-lingual with the latest calculatortechnology to serve your entire student population byincorporating CASIO & TI in the classroom. Reviewpopular modules as well as CASIO-specific teaching apps.Receive a CASIO Calculator Phrase Book, fx-9750GIIand fx-Manager PLUS Software., ETA/Cuisenaire, Kent, OHLearn about new resources and solutions for ensuring everychild is ready for Algebra I and for supporting each learnerto successfully complete Algebra I. Resources includehands-on tools for students, new interactive White Boardresources, and teacher support materials, including lessonplans and assessments.Knowing mathematics content is important. Understandinghow to teach content to students is critical. Facilitating anexperience where diverse students can access this content isessential. Participants will experience activities that addresscontent, pedagogy, and equity in ways that allow teachers tocreate a classroom culture that supports studentachievement., University of CaliforniaBerkeley, EQUALS, El Sobrante, CA , EQUALS/University of California Berkeley,Hayward, CAOne way in which to encourage students to think deeplyabout word problems is to remove the numbers. Participantswill solve and discuss problems without numbers, examinesome student and teacher solutions, and explore ways inwhich they can use such problems to enhance both studentsand teachers mathematical reasoning., Gabriella and Paul RosenbaumFoundation, Stockton, NJ, University of Wisconsin, Madison, WI, Bernards Township Public School,Ringoes, NJ

Coaches are often insulated and isolated. While creatingcollaborative coaching communities is one way to supportand develop coaches, mere conversations about coachingwill not necessarily shift or deepen practice. In our coachcollaborative, we use intervisitation and co-coaching todevelop a common language and specific, critical tools forimproving instruction., Metamorphosis Teaching and LearningCommunities, New York, NY, New York City DOE, New York, NY, Math in the City, Brooklyn, NY, Mathematics Coach, Brooklyn, NYThis session focuses on helping teachers to utilize thestrengths of African American culture in mathematicsclassrooms. Facilitators will share suggestions for whatshould be components of teachers toolkits for buildingcultural congruity for African American learners ofmathematics and engage participants via video of AfricanAmerican children learning mathematics., University of Florida,Gainesville, FL, University of Texas at San Antonio,Gainesville, FLThe New York City Department of Education hasformalized a quality review system linked to SMART Goalsfor all schools. The co-presenters will elaborate on the fivestages and descriptors, use of data analysis, theimplementation of the core curriculum with professionaldevelopment and the logistics of the evaluation process., New York City Department of Education,Scotch Plains, NJ, New York City Department of Education,Baltimore, MD

, Director, Center for Technology inLearning SRI International Menlo Park, CA, Senior Vice-President and President ofEducation Technology at TI, Dallas, TXMany varied technology tools and interventions are availableto improve students mathematics achievement. This sessionwill provide research that every mathematics leader shouldknow when supporting educators as they integratetechnology into the teaching and learning of mathematics is Director of theCenter for Technology in Learning at SRIInternational. His research examines thedesign and classroom use of innovationsthat enhance learning of complex andconceptually difficult ideas inmathematics and science. Throughcognitive science-based research on theEnvisioning Machine and later SimCalc, he hasexplored how computer-based representations can make themathematics of change and the related physics of motionaccessible to many more students. Two running themes inhis work are the study of collaboration in learning and theappropriate use of advanced or emerging technologies (suchas component software and wireless handhelds) ineducation. More recently, Jeremy has been addressing largescaleuse of innovative technologies in education, boththrough consulting to companies with a large impact in themarket, such as Texas Instruments, Apple, and Scholastic,and through implementation research on scaling up SimCalcto a wide variety of teachers and classrooms.Jeremy became intrigued with educational technologythrough an undergraduate research opportunity in the Logogroup while he was a computer science student at MIT,where he worked on Music Logo and Boxer. He received thefirst Ph.D. in Berkeleys Educational: Math, Science, andTechnology program and pursued educational technologyresearch at both Xerox PARC and the Institute for Researchon Learning. After stints in the former British colonies ofMassachusetts and Australia, he settled down at SRIInternational in 1997.As Director of the Center for Technology in Learning at SRIInternational, Jeremy works with over 60 talentedresearchers and staff. Jeremy founded SRI's StrategicLearning Consulting practice, which translates researchknowledge into innovative products. He serves on theeditorial boards of five leading journals and has been aprogram chair of a Computer-Supported CollaborativeLearning conference, an IEEE Wireless and MobileTechnologies in Education workshop, and two AERASpecial Interest Groups. He has been invited to give keynoteaddresses in North America, Asia, and Europe. is President of TexasInstruments (TI) Education Technologyand Senior Vice President of TexasInstruments, Incorporated. She hasand science educational technologyproducts and services and is also aLovett has a long-standing personal commitment andpassion for math and science education. She helped foundand leads an initiative of TI women who are working toimprove math and science education for girls in middle andhigh school (the Women of TI Fund).Lovett is a current board member for Rose-Hulman Instituteof Technology and the AVID Center.Her awards include election into the Women of TechnologyInternational Hall of Fame (WITI) and recognitions by theUniversity of Texas at Dallas as a distinguished alumni andthe Dallas Business Journal as one of Dallas-Fort WorthsTop 25 ChangemakersShe is a Certified Public Accountant with a Masters degreein Accounting from UTD and a Bachelors degree inManagement from Texas A&M.

Iris Carl was an international leader inmathematics education, an NCSM PastPresident, and a Glenn Gilbert Awardrecipient, who worked tirelessly tosupport other mathematics educationleaders. NCSM honors her through thepresentation of the NCSM Iris CarlTravel Grant.NCSM established the Iris Carl Mathematics Leadership Fund,within the NCSM Charitable Trust, which endows the Grant.As long as there are sufficient funds, NCSM will annuallyprovide up to three Iris Carl Travel Grants to eligible NCSMmembers to attend the NCSM Annual Conference.The fund continues to grow through generous contributions.NCSM will mail a thank you letter suitable for use ininforming the IRS that no goods or services were providedin return for the contribution.The Iris Carl Travel Grant application and criteria can befound at mathedleadership.org.Suzanne DeWeese, Teacher, Baltimore, MDVirginia Michelle Mitchell, Math Intervention Specialist, Katy, TXLisa Scott, Teacher on Special Assignment, Billings, MTAttend your Regional Caucus on Tuesday afternoon.See page 53 for details.Nancy Krueger, Sioux Falls, SDTherese Forsythe, Berwick, Nova Scotia, CanadaDiane J. Briars, NCSM President, Pittsburgh, PALisa Lunney Borden, Antigonish, Nova Scotia, CanadaJuli Schexnayder, Phoenix, AZJennifer Bednarczyk, Richton Park, ILSupport the Iris Carl Mathematics Leadership Fund.See page 77 for more information.Volunteer to help at the 2011 Annual Conference inIndianapolis. See mathedleadership.org for details.

Have professional learning communities flourished,floundered, or flopped in your region or district? Come andlearn how we have used the PRIME framework to slowlyand methodically move districts toward working inprofessional learning communities. Activities will includework in the areas of assessment, teaching, and learning., Allegheny Intermediate Unit, Upper StClair, PA, Allegheny Intermediate Unit, Pittsburgh, PAHow do teachers deepen their understanding of mathematicsin ways that apply directly to their teaching? We willexamine how videocases and lesson warm-ups can be usedin professional development to unpack the concept ofsimilarity, including connections to geometrictransformations, proportional reasoning, slope, and the roleof definition., WestEd, Riverside, CA, Education Development Center, Newton, MA, Education Development Center,Sudbury, MAAssessment tools will be presented that mathematics leaderscan use with teachers to evaluate student progress based on adevelopmental framework and observable performancecriteria. Applying the tools to sample work and videotapedstudent interviews, participants will identify and addressindividual needs to improve content knowledge and problemsolving skills., University of Illinois at Chicago, OakPark, IL, University of Illinois at Chicago,North Riverside, ILModel Drawing is a powerful tool for helping studentstranslate words in problems to visual models. Theyunderstand problems better and apply computational skills toreal world applications and contexts. Participants will learnthe eight steps of Model Drawing, work sample problems,and see examples of students progress over a two yearperiod., Educational Resources Group, Inc., Easley, SCTechnology can have a big WOW factor but not impactlearning. Use NMAP-aligned guidelines to analyzeinstructional technology efficacy, especially for use withstudents of diverse backgrounds. Use research-based bestpractices to turbo-charge lesson design with new technologythat motivates, differentiates, and develops deepmathematical understandings, building competence andconfidence., MIND Research Institute, Walnut, CAThe presenter will share teachers successful experiences inefforts to reach all students with meaningful mathematics. Awell crafted professional learning process on the REACT(Relating, Experiencing, Applying, Cooperating, andTransferring) contextual teaching methodology, supported bystrong leadership, led teacher to successfully incorporatebusiness-industry input into their everyday practice. Come andget ideas for lessons plans., Center for Occupational Research andDevelopment, Waco, TX

, President, National Council of Teachersof Mathematics, Professor, University of Wisconsin Milwaukee, Milwaukee, WI Linda Gojak, NCSM Past President, UniversityHeights. OHParticipants will receive an update on NCTM initiativesand activities, with emphasis on teacher support fromNCTM and other professional organizationsinvolvement in standards, assessment, and curriculuminteractions.Hank Kepner is completing two ofthe most exhilarating years of hisprofessional career as NCTMPresident. While dealing with aNational Math Panel report andCommon Core Standards, he has aflashback to his earlier experience asa member of the NCTM Board ofDirectors that commissioned andreleased the first standards document in 1989.Hank takes his ever-evolving experiences in mathematicseducation directly to school districts and classrooms,both locally and nationally. He has taught middle andhigh school mathematics for 12 years in Milwaukee andIowa City. On every possible occasion, he works withteachers and their students in classrooms. As of today, hehas never stopped learning from students. It is theirefforts to do and explain mathematicsas they perceiveitthat both challenges and inspires us as teachers!Hank was president of NCSM, a founding member andpresident of the Association of Mathematics TeacherEducators, president of Wisconsin Mathematics Council,and served 5 years as an NSF program officer along with30 years of officiating football, basketball and baseball.Kepner earned his B.A. and M.S. degrees in mathematicsand Ph.D. in mathematics education at the University ofIowa. He is professor at University of Wisconsin-Milwaukee.How can mathematics education leaders foster and supportmathematical proficiency for all students? How can researchinform instructional practices? How do we advocate forhigh-quality instruction and assessment? Examplesresponding to these questions draw on the work of theCalifornia Algebra Forum that proposes a clear vision andaction plan., University of California Los Angeles,Venice, CA, Santa Clara County Office of Education,Capitola, CA, Sacramento County Office ofEducation, Sacramento, CANCSM President Diane J. Briars will present the State of theOrganization Report, including progress on the 2009-2010NCSM projects and initiatives, newly released positionpapers, enhancements to the NCSM website, and anticipatedstrategic priorities for 2010-2011. Treasurer Randy Pippenwill describe the current financial status of the organization., NCSM President, Pittsburgh, PA, NCSM Treasurer, Plainfield, ILThe primary purpose of classroom assessments is to use thedata collected to improve teaching and learning. This sessionfocuses on the role and benefits of individual interviews andhow the information can be used to inform teachingdecisions., Math Solutions Professional Development,Sausalito, CASee page 78 for future NCSM Annual Conferences andregional events.

Embark on the three-year journey of our K-8 schools VerticalTeaming process. All our gleanings will be shared fromanalyzing the data, to creating and implementing the K-8 mathassessment, and finally to implementing supporting strategies.Learn how to use this assessment vehicle to drive your ownschools math instruction., Pendergast School District,Goodyear, AZ, Pendergast School District, Surprise, AZ, Pendergast School District, Waddell, AZ, Pendergast School District, Avondale, AZListen as one school shares its journey from usingmathematics portfolios as a monitoring system to developinga portfolio system that serves as a vehicle to focusmathematics instruction and improve student learning.Participants will watch video clips of conversations withteachers and students and walk away with resources., Milwaukee Public Schools,Milwaukee, WI, Milwaukee Public Schools,Milwaukee, WI, Milwaukee Public Schools,Milwaukee, WIThe PRIME document has the power to create Stage 1leaders both during student teaching and as they begin theircareers. Come learn how two mathematics educators put theprinciples into the classroom and with student teachers. Planto share activities that you use to help candidates start asleaders., NCSM Central 2 Regional Director,Emporia State University, Emporia, KS, ExploreLearning, Charlottesville, VAWe will summarize the research showing that computerbasedsimulations are powerful instructional aids andintroduce the audience to ExploreLearning Gizmos thatpromote inquiry and understanding in Mathematics. Theaudience will work hands-on with Gizmos. An extendedfree trial will be offered at the end of the session., National Math Consultant, K-12,Eden Prairie, MNReach todays digital generation with the support ofengaging technology. Be among the first to see Pearsonsnew suite of High School Math programsseamlesslyblending print and digital curriculum. See the thinking,reasoning, and sense-making come alive; help your highschool students achieve full conceptual understanding.Learn how a math coach is helping a middle school mathteacher create a problem solving environment in classroomswhich include English language learners and specialeducation students. Well discuss problems andaccompanying activities (some of which involveSketchpad, applets, and other technology) that can supportstudents as problem solvers., The Math Forum @ Drexel, Rutledge, PAAttend an NCSM Summer Leadership Academy. Seeour ad behind the 78 Program tab.

facilitator, will share information on NCSM initiatives, national issues, and future events. Come network and celebrate regionalsuccess with fellow mathematics leaders. There will also be drawings for door prizes. We hope to see you there!, NCSM Past President,Lakewood, CONCSM Past Presidents, NCSM Canadian RegionalDirector, Halifax, NS, CanadaAlberta, British Columbia, Manitoba, NewBrunswick, Newfoundland, NorthwestTerritories, Nova Scotia, Nunavut, Ontario,Prince Edward Island, Quebec, Saskatchewan,Yukon, NCSM Regional DirectorE1, Monroe, NHConnecticut, Maine, Massachusetts, NewHampshire, New York, Rhode Island,Vermont, Military State AE (Armed ForcesAfrica, Canada, Europe, and Middle East), NCSM Regional DirectorS2, Jacksonville, ARAlabama, Arkansas, Louisiana, Mississippi,Oklahoma, Tennessee, Texas, NCSM Regional Director -C1, Winnetka, ILIllinois, Indiana, Kentucky, Michigan, Ohio, NCSM Regional Director W1,Helena, MTAlaska, Arizona, Colorado, Idaho, Montana,Nevada, New Mexico, Utah, Wyoming, NCSM Regional DirectorE2, Ft Washington, MDDelaware, District of Columbia, Maryland,New Jersey, Pennsylvania, West Virginia, NCSM Regional Director S1,Annandale, MDBermuda, Florida, Georgia, North Carolina,Puerto Rico, South Carolina, Virginia, VirginIslands, Military State AA (Armed ForcesAmerica), NCSM Regional DirectorW2, Los Angeles, CACalifornia, American Samoa, Federated Statesof Micronesia, Guam, Marshall Islands,Northern Mariana Islands, Palau, Hawaii,Oregon, Washington, Military State AP(Armed Forces Pacific), NCSM Second VicePresident, Colorado Springs, COAnyone from outside the United States andCanada, NCSM Regional DirectorC2, Emporia, KSIowa, Kansas, Minn., Missouri, Nebraska,North Dakota, South Dakota, Wisconsin

Pearson is an international company with world-wide businesses in education, business information, and consumer publishing.The company helps children and adults to learn, business people to make good decisions, and readers to enjoy a good book.Visit Pearson at Booth 116 in the Sponsor Display Area or at www.Pearson.com.

56Wednesday SummaryAnnie (3) Edward CD (2) Elizabeth AB (2) Elizabeth F (2) Elizabeth G (2) Elizabeth H (2)

Wednesday SummaryEmma (3) Madeleine AB (3) Manchester GHI (2) Mohsen (3) Molly AB (2)57

Wednesday SummaryRandle A (4) Randle B (4) Randle D (4) Randle E (4) Windsor AB (4)58

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, President-Elect, National Council ofTeachers of Mathematics, Department of Mathematicsand Statistics, Portland State University, Portland, OR, Teachers Development Group,West Linn, OR, Teachers Development Group,West Linn, OR Connie Schrock, NCSM Central 2 RegionalDirector, Emporia, KSThis session will provide an overview of theMathematics Studio Program, the research that groundsits design, and the practices and tools that are surfacingas most promising for leveraging high-cognitiveengagement for K-12 math students, teachers, coaches,and administrators alike.Mike Shaughnessy received hisPh.D. degree in MathematicsEducation from the Department ofMathematics at Michigan StateUniversity in 1976. He worked in theDepartment of Mathematics atOregon State University (OSU)19761991, and subsequently atPortland State University (PSU) inthe Dept of Mathematics & Statistics 19912008. He hastaught mathematics content courses and directedprofessional development experiences for mathematicsteachers at all levels, K-12, community college, anduniversity. He has authored or co-authored over60 articles, books, and book chapters on issues in theteaching and learning of mathematics. His principalresearch interests in mathematics education throughouthis career have been in the teaching and learning ofstatistics and probability, and in the teaching andlearning of geometry. In the fall of 2008, Dr.Shaughnessy was elected President of the NationalCouncil of Teachers of Mathematics. He is currentlyserving his year as President Elect of the Council.This session will provide some examples of MathematizingOpening to start off the class activities. The session isdesigned for mathematic educators to realize the need for aparadigm shift in order to bring students of African descentinto mathematics. The Opening will include various topics inmathematics., Retired, Chicago, ILUtahs 3 Tier Model of Mathematics Instruction is aframework designed to facilitate mathematical success forall students. The 3 tiers describe a process for qualityinstruction for all learners and targeted interventions forthose who need additional support. Instruction, assessment,research, and evaluation work together for success for all., Utah State Office of Education, North SaltLake, UTInitiating, facilitating, and sustaining change in mathematicsteaching and learning in a large urban district is a challenge.Come hear how the Milwaukee Mathematics Partnership(MMP) has established an effective model of distributiveleadership that has impacted classroom practice and studentachievement!, Milwaukee Public Schools,Milwaukee, WI, Milwaukee Public Schools, Milwaukee, WI, Milwaukee Public Schools, Milwaukee, WIWhat are ways to help mathematics teachers and specialeducation educators collaborate to effectively teach studentswith special needs? What works well in different schoolcontexts and what challenges can get in the way? Participantswill experience professional development activities that theycan use with teachers in their own districts., Education Development Center, Newton, MA, Education Development Center,Newton, MA

Are you new to a math leadership position? This session willnavigate through the sea of math leadership, focusing onthree things math leaders can do to create a culture of adultlearners focused on student achievement. Session will includehandouts and resources for new math leaders to get started., Phoenix Union High School District,Phoenix, AZ, Maryvale High School, Phoenix, AZ, Tom Snyder Scholastic Company, NewYork, NYAccording to the National Math Panel report, the key tohelping all students be successful with algebra is ensuringthat the critical core foundations of mathematics arethoroughly mastered: Fluency with Whole Numbers andFluency with Fractions. In this interactive session, we willexplore the implications this has for intervention.How can teachers be encouraged and prepared to askquestions that provide just enough help so that studentthinking is supported but not supplanted? In this session,participants will engage in a questioning approach to be usedwith teachers to enhance their questioning techniques.Secondary examples will be used., University of South Florida, Lutz, FL, Grand Valley State University,Muskegon, MIWith increased requirements and advanced standards, morespecial-needs students are in mathematics classrooms.Leaders need researched-based instructional interventionresources to support teachers with quality instruction to helpall students. The presentation will include placement andassessment, concept-development activities, practice andproblem-solving activities using the content of Algebra I., NCSM Past President, Consultant,Lakewood, COAttend a Special Interest Group meeting on Wednesdayafternoon. See page 70 for details.

Curriculum coordinators will share how using TinkerPlotsand other data-analysis protocols have changed theassessment culture of the Champaign Unit 4 School District.How data is used at the district, building and teacher levelwill be shared. Handouts will be provided, Champaign Unit 4 Schools, Monticello, IL, Champaign Unit 4 Schools, Mahomet, IL, Champaign Unit 4 Schools,Champaign, ILThe view from the back of the room offers a new perspectiveon whats really happening in math classrooms. Hear abouthow lessons learned and coaching conversations facilitatedteachers and departments to change the culture of mathteaching and learning., Exponential Learning Solutions,Monrovia, CAIn this session, participants will engage in a discussion andanalysis of a narrative case designed to develop teachersproficiency related to the teaching and learning of reasoningand proving in secondary mathematics classrooms., University of Pittsburgh, Gibsonia, PAWe will share a model for strong, sustainable lesson study,looking closely at developmental growth of teams fromnovice to experienced at several key moments in the lessonstudy process. Discussion and activities will helpparticipants reflect on how leaders support teamdevelopment and mathematical learning at these points., Education Development Center, Inc. (EDC),Dorchester, MAWhat support is needed when implementing a standardsbasedcurriculum? Come and share our districts journey inimplementing the Discovering Mathematics program.Participate in activities designed for math teacher leadersand administrators to advance their classroom instruction,improve content knowledge, and deepen their understandingof a discovering approach., Milwaukee Public Schools, Milwaukee, WI, Milwaukee Public Schools, Milwaukee, WIParticipants will investigate strategies to enable the contentrich mathematics course to be effectively taught within therequired time. Strategies for constant revision, integratingspreadsheets to enable investigations, improvingexamination performance, and increasing student confidenceand understanding will be provided., Xavier College, South Penrith, NSW, AustraliaReceive a 25% discount at the NCTM Bookstore at theSan Diego Conference Center on Wednesday afternoonby wearing your NCSM name badge.Nominate a leader in mathematics education for theRoss Taylor/ Glenn Gilbert National LeadershipAward. See details on page 77.

, Hollowell Professor of MathematicsEducation, Department of Mathematical Sciences,University of Deleware, Newark, DE Steven Viktora, NCSM Central 1 RegionalDirector, Winnetka, ILPersistent differences in performance in schoolmathematics among students of different ethnic groups andsocioeconomic levels are discussed by focusing on unequaldistribution of factors that have a bearing on opportunitiesto learn. The factors discussed are access to experiencedand qualified teachers, high expectations, and equitable perstudent funding.Dr. Alfinio Flores teaches mathematicsand mathematics methods courses toprospective secondary teachers. Heearned B. Sc. and M. Sc. degrees inmathematics at the National Universityof Mexico UNAM, and a Ph. D. inmathematics education at The OhioState University. His interests are theuse of computers, graphing calculators and concretematerials for the learning of mathematical concepts;professional development of teachers of mathematics; andequity in mathematics teaching and learning. He haspublished over 120 articles and book chapters in nationaland international refereed publications, and presented atnational and international conferences on mathematicseducation. He has conducted activities for students inschools ranging for Kindergarten to 12th grade, andconducted professional development sessions for teachersof mathematics in elementary and secondary schools andfor instructors of mathematics in universities in 32 states intwo countries.This fast paced workshop will present key ideas on how toimplement the three PRIME Indicators for teaching and learningin order to bring rigor, meaning and relevance to the teacherplanning and student learning experience. Audience interactionand PRIME sharing will be part of this session as well., Adlai E. Stevenson High School,Bolingbrook, IL, Adlai E. Stevenson High School,Lincolnshire, ILThe National American Indian, Alaskan & HawaiianEducational Development Center works from acomprehensive mathematics framework to deliverprofessional development and sustained support toelementary teachers who serve Native populations inprimary education, with the expectation that Native childrenwill reach, over time, the achievement levels of their peers., National American Indian, Alaskan &Hawaiian Educational Development Center, Sheridan, WY, NAIAHEDC, Sheridan, WYIn order to support students who struggle with mathematicsto think of themselves as capable learners, it is important forteachers to keep track of students progress in developinglearning behaviors. In this session we will introduce anddescribe the use of an assessment tool, the LearningBehavior Observation Record., Technical Education Research Center,Winchester, MA, Mathematics Education Consultant,Thousands Oaks, CAA rigorous, engaging middle grades mathematics curriculumcan be the key to student success. In this session,participants will investigate activities from a grant designedto improve student performance on the EXPLOREassessment and prepare students for high schoolmathematics and beyond through the implementation of sucha curriculum., Northern Kentucky University - Emeritus,Ft. Thomas, KY, Western Kentucky University, BowlingGreen, KY

By identifying and studying opportunities for the use ofmathematics that occur in teaching secondary mathematics,groups at Penn State and University of Georgia havedeveloped descriptions of and a framework for mathematicalknowledge for teaching secondary mathematics. Theframework can provide support in supplementingmathematical learning of secondary teachers., The Pennsylvania State University,State College, PA, University of Georgia, Athens, GAWe will share examples of key activities that in hindsightlead to lasting change in the culture of some and not otherhigh school mathematics departments. Possible reasons forchange in some departments and not others and issues ofsustaining momentum and continuing progress in improvinglearning and teaching will be discussed., San Francisco State University, Berkeley, CA, San Francisco State University (Retired),Berkeley, CAIn implementing a set of common core, state-led standards inmathematics, states aim to increase the equity and access torigorous curriculum for all students., Achieve, Inc., Washington, DCThis session will go beyond the popular but oversimplifiedviews of Singapores successes. A panel of collaborators,two from Singapores National Institute of Education andtwo from SRI, will discuss Singapores integrated system ofleadership in teacher professional development and keysuccess factors that can be applied in the United States., Stanford Research Institute International,Menlo Park, CA, Stanford Research Institute International,Menlo Park, CA, National Institute of Education, Singapore , National Institute of Education,SingaporeHow can mathematics education leaders help teachers adaptinstruction based on student needs and supporting learningfor diverse populations? The key is focusing on a richtreatment of mathematics content and to differentiateinstruction. We will share ideas for implementing equitableinstruction, including a multi-tiered approach and strategiesfor ELLs (English Language Learners)., University of Louisville, PeWeeValley, KY, University of Louisville, Louisville, KY, Richardson Ind. School District, Dallas, TX, Richardson Ind. School District,Dallas, TXCome learn how mathematics test scores have risen year afteryear for students in the TI MathForward program in theRichardson Independent School District in Dallas, Texas.This session shows how the program helps increase studentachievement by combining professional development,curriculum enhancement, and technology to engage students.Participants will identify their current work, assess theirneeds, and plan action steps to facilitate change within theframework of this session. An experienced MathematicsInstructional Coach, certified in the Heart of ChangeCoaching for Excellence model, will share her expertise,specific coaching maps/tools, and her personal experience., Raytown School District, Kingsville, MO

Several practical strategies, such as Use Visual Tools, andProvide Scaffolds, increase ELLs (English LanguageLearners) access to mathematics content. Routines andstrategies that increase student participation, use oflanguage, and achievement will be explored within analgebra context. Ideas for incorporating experiences withELL strategies into professional development situations willbe shared., Debra Coggins & Associates,Lafayette, CA, EQUALS - Lawrence Hall ofScience, Hayward, CAInterested in developing K-12 teacher leaders? This sessionshares a collaborative project between higher education anda regional education service center to prepare teachermentors. MTMs explored the PRIME framework throughinteractive videoconferencing. How the document was usedto initiate discussion revolving around the four principleswill be presented., Sam Houston State University,Huntsville, TX, Education Service Center, Region VI,Huntsville, TX, Professor and Dean, Schoolof Education, University of Michigan, Ann Arbor, MI Suzanne Mitchell, NCSM Southern 2 RegionalDirector, Jacksonville, ARThis session will explore the special challenge oflearning (and teaching) mathematics in ways needed forthe work of teaching. Using case examples, we willexamine three special demands of teaching mathematicsto teachers: unpacking mathematical ideas, developinghorizon knowledge, and practicing mathematics forteaching.Deborah Loewenberg Ball is aresearcher who studies mathematicseducation, with a focus on theimprovement of teaching quality andstudent learning. She is herself anexperienced elementary schoolteacher and is currently dean of theSchool of Education at theUniversity of Michigan at AnnArbor where she is leading an effort to rebuild thesystem for ensuring the supply, through a variety ofpathways, of skilled teachers for our nations schools.Her research focuses on mathematics instruction, and oninterventions designed to improve its quality andeffectiveness. Ball has authored or co-authored over 150publications and has lectured and made numerous majorpresentations around the world. She is a member of theNational Academy of Education.IES-funded research examining 3 years of longitudinalassessment data reveals patterns in student learning that holdsignificance for early math education. Learn and discuss therelevance of these findings to your math program. Profilesand lesson plans will be shared, as well as effectiveimplementation strategies., Columbia Teachers College, New York, NY, Wireless Generation, Brooklyn, NYParticipants will engage in discussion and activities designedto elicit new ideas about essential elements of the coachingrole, to consider the implications for coaching knowledge,and to investigate means for engaging in meaningfullearning about coaching. Come work with coaches writingas a lens for examining important ideas about teaching andlearning., Education Development Center,Northampton, MA

How can you get your entire faculty (not just mathematicsteachers) behind an idea? Ask them to discover themathematics in the cultures of your students. This NASGEmpresentation documents how one school successfullyincorporated this strategy to motivate its entire faculty toparticipate in a family math night program., Trinity School of Durham, ChapelHill, NC, Utah State University, South Lake City, UT, Howard County Public Schools, Sykesville,MD, University of Northern Colorado,Greely, COParticipants will actively engage in exploring journal articlesthat have been enhanced by NCTMs ProfessionalDevelopment Services Committee. Session leaders willmodel the use of enhanced journal articles to build schoolbased,professional learning communities of mathematicsteachers. The selected article is middle-school focused, butthe process is transferable to other levels., NCTM, Leesburg, VAFrustration with a 65% failure rate in Algebra I promptedseveral districts to become involved with an initiative thatincludes extensive professional development, 80-90 minute perday student contact, coaching, use of hands-on discovery-basedlessons, TI-Nspire technology, Smart Board technology, anddata driven decisions through uniform assessments., LL Teach Inc, Bridgewater, NJKindergarten and first graders from backgrounds of povertylearned place value, money, and word problem solving.They performed as well as East Asian children and/or betterthan U.S. children from more-advantaged and/or from oldersamples. Student learning paths and teaching activities thatgive access to all students will be described., Self-employed, Fallbrook, CAEducational leaders are demanding evidence of theeffectiveness of school curricula. This session will providebackground for this movement. A research study that meetsthe gold standard for curriculum research will be described.The session will end by having participants evaluate thequality of brief research reports using research-assessmentguidelines., San Jose State University, Carmel, CA, PRES Associates, Inc., Jackson, WYStudent stories and a teachers journey around thechallenges, struggles, and successes of applying BestPractices in Mathematics in a studio classroom,establishing socio-mathematical norms, and trusting herstudents to become problem solvers will be shared. Thisstory will show how mathematics became meaningful,accessible and challenging through the use of visual modelsand multiple representations., Teachers Development Group, Elkview, WV, Williamson High School, Naugatuck, WV , Marshall University, South Charleston, WV, Americas Choice, Washington, DC, Americas Choice, Washington, DCPhil Daro, a member of the Mathematics Work Group forthe Core Standards, and James Williams will discuss theimpact of the Core Standards on teaching and learningmathematics. This discussion will focus on implicationsfor professional development and student resources as wehelp schools move to the Core Standards.

, University of Central Florida, Chuluota, FLThe idea of teaching for depth is widely supported,however, what it means to teach for depth is somewhatelusive. Our challenge is to guide teachers in charting theircourse to teaching for depth through examples that contrastcommon practices and practices that cultivate deepconceptual understanding. is professor ofMathematics Education at the Universityof Central Florida in Orlando. Herprofessional interests relate to developingcontent knowledge for teaching andcommunicating and justifyingmathematical ideas. Throughout her career, she has taught at various academic levels, includingelementary, middle school, secondary, and post-secondarylevels.Dr. Dixon is a contributing author for the and programs, both published by Houghton MifflinHarcourt, as well as various research papers and journalarticles.Dr. Dixon received a Bachelor of Arts in both MathematicsMathematics Education from Syracuse University, and aPh.D. in Curriculum and Instruction with an emphasis inMathematics Education from the University of Florida.Nationally, she serves as the chair of the NCTM StudentExplorations in Mathematics Editorial Panel and is amember of the Board of Directors for the Association ofMathematics Teacher Educators.Each year, the Ross Taylor/Glenn Gilbert NationalLeadership Award is presented in memory of two dedicatedmathematics educators, Bennett Ross Taylor and GlennGilbert. Ross was a part of the heart and soul of NCSM forthe past 4 decades, a Leader of Leaders in mathematicseducation, and a driving force behind the birth of NCSM.Glenn, a long time member of NCSM, was a mathematicsteacher and leader from Boulder, Colorado who served asNCSM Treasurer for five years, from 1976 until hisuntimely death in 1981.The Glenn Gilbert Award was first established in 1982 tohonor its namesake and to provide a vehicle to annuallyrecognize a person who exhibited the same kind of uniqueand dedicated contributions to mathematics education.In 1995, the name of the award was changed to the GlennGilbert National Leadership Award to further recognizeGlenns legacy and capture the respect and stature that the awardsymbolizes within the mathematics education community.In 2009, the award was renamed the Ross Taylor / GlennGilbert National Leadership Award to further exemplifythe prestige of this national recognition and to furtherdistinguish the unique dedication and contribution of itsrecipients. It is most fitting that thisaward should now bear the name oftwo mathematics educational giants,Ross Taylor and Glenn Gilbert.Today, we recognize anotherindividual who, like Ross and Glenn,has demonstrated leadership in andhas made outstanding, unique, anddedicated contributions to the field ofmathematics education.Solomon Garfunkel2009 Glenn GilbertAwardee2008 James M. Rubillo 1996 Marilyn Burns2007 Glenda T. Lappan 1995 James D. Gates2006 L. Carey Bolster 1994 Zalman P. Usiskin2005 Charleen Mitchell 1993 Dale SeymourDeRidder1992 Iris M. Carl2004 Irvin E. Vance1991 Dorothy S. Strong2003 Mary Laycock1990 Stanley J. Bezuszka2002 Miriam A. Leiva 1989 David R. Johnson2001 Margaret (Peg) Kenney 1988 Tom Rowan2000 Francis (Skip) Fennell 1987 Al Shulte1999 F. Joe Crosswhite 1986 Shirley Frye1998 Robert B. Davis1985 Ross Taylor1997 Franklin Demana and 1984 Alexander TobinBert Waits1983 John Del Grande

Achieve, Inc and a diverse advisory group drafted modelcourse descriptions to illustrate pathways leading to collegeand career readiness and readiness for STEM majors andcareers. Attendees at this session will learn more about thepathways and have the chance to discuss with two panelmembers., Achieve, Inc., Washington, DC, Ohio Department of Education,Washington, DCAttention has been given to underrepresentation of minoritystudents in the mathematics pipeline. However, littleconsideration has been given to these students as learners orthe context where their learning occurs. We argue thatculturally relevant instruction coupled with teaching forsocial justice can motivate minority students to learnmathematics., Temple University, Philadelphia, PA, Morgan State University, Baltimore, MD, Self-Employed, Ardmore, PAAre you looking for assistance and support in making yourmathematics instruction accessible to all kids, in particularLatino/Hispanic students? Do you want to learn with us andabout us? We invite you to participate in the TODOSbusiness meeting and dialogue in shaping future discussions., TODOS: Mathematics for All, Tempe, AZ, TODOS: Mathematics for All, Berkeley, CAThe Urban Mathematics Leadership Network (UMLN) iscomposed of the mathematics directors and othermathematics leaders from 21 large urban school districts.UMLN invites leaders from urban districts to join this open,participatory forum about issues that are of particularinterest to mathematics leaders and teachers in urban schooldistricts., University of Illinois Chicago,Evanston, IL, Charles A. Dana Center, University of Texas atAustin, Pflugerville, TXNorth American Study Group on Ethnomathematics(NASGEm) presents Richard Sgarlotti and California Tribalmembers for the 11th Reunion, emphasizingcontextualization of mathematics applying work fromBerkeleys Center for Research in Education, Diversity &Excellence. Hands-on, conceptually based activities showNative American measurement knowledge, thus debunkingstereotypes of nonexistent measurement systems., University of NorthernColorado, Greeley, CO, Hannaville Indian School, Wilson, MIIs your school district grappling with how to improvemathematics learning for students with disabilities? Shareyour strategies and challenges with mathematics leadersfrom other districts. Discuss common themes and gain newperspectives and resources on ways to address this pressingneed. Join us!, Education Development Center, Inc.,Newton, MA, Education Development Center, Inc.,Newton, MA, Education Development Center, Inc.,Newton, MA

Join our discussion to share expertise and strategies. Hearfrom others as to how they got started and marketingtechniques they may have used. This is our time to gain fromour collective knowledge and support our work. Come andjoin the discussion., NCSM Position Papers Editor,Southborough, MACoaching in the mathematics content area continues tospread to schools and districts in the United States. Althoughthe term math coach is often used, the roles, duties, andvision for the position vary greatly. We welcome interestedparticipants the opportunity to share findings, exchangeknowledge, and explore challenges., Silicon Valley Mathematics Initiative,Morgan Hill, CAOne purpose of Charter Schools is to create incubatorswhere new ideas are implemented and lessons learnedshared. We welcome teachers, administrators, and others toshare how they have worked to improve studentachievement and to consider how to partner withorganizations like NCSM in sharing results with theeducation community., City Charter High School, Pittsburgh, PAAMTEs focus is on the improvement of mathematicsteacher education. Join us in this session for a discussion ofimportant and timely topics of mutual interest, such asmathematics specialists in the elementary grades, teacherpreparation policies and practices, and K-12 mathematicseducation leadership development., San Diego State University, San Diego, CA, University of Missouri, Columbia, MOThe Internet, Web 2.0, and dynamic math software makepossible new venues for teaching and learning math thatincorporate powerful ways of collaborating, exploring, andsharing of ideas. This session will highlight some examplesof how this next generation of math education is happeningnow., Council for Technology in MathEducation (CLIME), White Plains, NY, Council for Technology in Math Education(CLIME), Tenafly, NJAfter a day of learning about how to transform into aPRIME Leader, this session will allow for an opendiscussion regarding the how to. Collaborate with othernew mathematics leaders to create a network of support., Phoenix Union High School District,Phoenix, AZ

Lesson study is growing rapidly in the U.S., yet most teamshave few opportunities to share work with others. This SIGis a chance to meet and identify common interests andchallenges. Share resources: bring a poster, lesson plan,research question, etc. Those new to lesson study arewelcome., Education Development Center, Inc.,Dorchester, MAGood contests offer a four-pronged approach: rich problemsthat deepen mathematical thinking and improve high-stakestest scores, a monthly series of contests that build andreinforce student (and teacher!) interest and knowledge, aninclusive structure that welcomes many students, andmultiple strategies for many problems that foster creativity., Executive Director, MathematicalOlympiads for Elementary and Middle Schools (MOEMS),Wantagh, NYResearch shows that our most promising mathematicsstudents frequently make the least academic progress. Comejoin us for diverse and active roundtables on research,curriculum, the Common Core State Standards, andNCTMs new book, The Peak in the Middle. Together wecan make a difference for these promising students., Northern Kentucky University - Emeritus,Ft. Thomas, KY, University of Connecticut, Avon, CT

National Council of Supervisors of Mathematicsmathedleadership.org

The National Council of Supervisors of Mathematics (NCSM) is a mathematics leadershiporganization for educational leaders that provides professional learning opportunitiesnecessary to support and sustain improved student achievement.NCSM envisions a professional and diverse learning community of educational leaders thatensures every student in every classroom has access to effective mathematics teachers,relevant curricula, culturally responsive pedagogy, and current technology.To achieve our NCSM vision, we will: Network and collaborate with stakeholders in education, business, and governmentcommunities to ensure the growth and development of mathematics education leaders Communicate to mathematics leaders current and relevant research, and provideup-to-date information on issues, trends, programs, policies, best practices, andtechnology in mathematics education Support and sustain improved student achievement through the development ofleadership skills and relationships among current and future mathematicsleaders Motivate mathematics leaders to maintain a life-long commitment toprovide equity and access for all learnersWe honor the legacy of former NCSM Presidentsand value their contribution, support, and leadership.20072009 20052007 20032005 20012003 19992001 19971999 19951997 19931995 19911993 19891991 19871989 19851987 19831985 19811983 19791981 19771979 19751977 19731975 19711973 19691971

President Diane J. BriarsImmediate Past President Timothy D. Kanold1st Vice President Linda Fulmore2nd Vice President Sandie GilliamRegional Directors:Canadian Region Donna KarstenCentral Region 1 Steve ViktoraCentral Region 2 Connie SchrockEastern Region 1 Laurie BoswellEastern Region 2 Diana G. KendrickSouthern Region 1 Susan BirnieSouthern Region 2 Suzanne MitchellWestern Region 1 Richard SeitzWestern Region 2 Sara MunshinAwards Chair Donna Simpson LeakConference Coordinator Cathy CarrolleNEWS and Web Editor James LynnJournal Editor Linda Ruiz DavenportMembership & Marketing Chair Ruth HarbinMilesNCTM Representative Jerry CumminsNewsletter Editor Kay GillilandNominations Chair Kim HallPosition Papers Editor Kit NorrisSecretary Janet SinopoliSponsor Liaisons Janet R. Falkowski &Mary Lynn RaithTreasurer Randy PippenPresident Diane J. BriarsPresident Elect Suzanne Mitchell1st Vice President Sandie Gilliam2nd Vice President Denise M. WalstonRegional Directors:Canadian Region Donna KarstenCentral Region 1 Valerie L. MillsCentral Region 2 Connie SchrockEastern Region 1 Mari MuriEastern Region 2 Diana G. KendrickSouthern Region 1 Susan BirnieSouthern Region 2 Ted H. HullWestern Region 1 Richard SeitzWestern Region 2 Sara MunshinAwards Chair Donna Simpson LeakConference Coordinator Cathy CarrolleNEWS and Web Editor Don ScheuerJournal Editor Linda Ruiz DavenportMembership & Marketing Chair Ruth HarbinMilesNCTM Representative Jerry CumminsNewsletter Editor Kay GillilandNominations Chair Kim HallPosition Papers Editor Kit NorrisSecretary Janet SinopoliSponsor Liaisons Janet R. Falkowski &Mary Lynn RaithTreasurer Randy PippenExecutive Director Terri K. BelcherAnnual Conference Housing Bureau WyndhamJadeJournal Technical Editor Jim Conrey and BonnieKatzMember & Conference Services Association,Conferences & Exhibition Management, Inc.Newsletter Technical Editor Paul Giganti andDeborah Anker, BesTypeTechnology Liaison Charlene ChausisWeb Management Stellar IT SolutionsExecutive Director Terri K. BelcherAnnual Conference Housing Bureau WyndhamJadeJournal Technical Editor Bonnie KatzMember & Conference Services Association,Conferences & Exhibition Management, Inc.Newsletter Technical Editor Deborah Anker,BesTypeTechnology Liaison Charlene ChausisWeb Management Stellar IT Solutions

The following positions are open for the 2011 Board:Second Vice PresidentRegional Director, Central 2Regional Director, Eastern 2Regional Director, Western 2Visit mathedleadership.org for details about the positions, the nomination procedure,and the nomination form.The deadline for nominations for the NCSM Board positions is Friday, May 14, 2010.As leaders in mathematics education, we are charged with supporting teachers to provide all studentsaccess to a high quality mathematics program. To this end, the 2011 NCSM Annual Conference willprovide sessions that enhance our work as mathematics leaders. We invite proposals that focus on thefollow conference strands: Share how you help teachers develop theknowledge and skills necessary to ensure accurate monitoring of student learning and adjustmentof teacher instruction for every student on a daily basis. Share how you support and encourage teachers andhelp them develop strategies to enhance mathematics teaching and learning in their classrooms. Curriculum for Students/Curriculum for TeachersEquityDifferentiated InstructionShare strategies for helping teachers develop the knowledge and skills necessary to ensure highlevel,relevant, and meaningful mathematics in every lesson and provide access to thatmathematics for every student. President Obama has announceda campaign to enlist companies and nonprofit groups to spend money, time, and volunteer effort toencourage students, especially in middle and high school, to pursue science, technology,engineering, and mathematics. Share how you are educating to innovate.All speaker proposals must be submitted online at mathedleadership.org.

The NCSM Iris Carl Mathematics Leadership Fund endows up to threetravel grants per year to NCSM members who have not attended anNCSM conference for the past three years.The Fund is supported by generous donations from individuals who maymail a check in any amount payable to NCSM Iris Carl LeadershipFund to:Randy Pippen, NCSM Treasurer6000E. Evans Ave, #3-205Denver, CO 80222Information about the Travel Grant and an application is available onthe NCSM Web Site, mathedleadership.org.Nominations are open for the 2011 Ross Taylor/Glenn Gilbert National LeadershipAward. Any member of NCSM may submit a nomination.The Ross Taylor/Glenn Gilbert National Leadership Award annually recognizes anindividual who has demonstrated leadership in, and has made outstanding, unique, anddedicated contributions to the field of mathematics education.Award criteria and nomination procedures are available on the NCSM Web Site,mathedleadership.org.NCSM provides Recognition Certificates as a means of honoring outstanding students who excel inthe study of mathematics. All public, parochial, and private schools, colleges, and universities thathave at least one NCSM member in the area are eligible to participate. The number of awardedcertificates should not exceed two per year per school per graduating class or grade level.Certificates are available at Conference Registration, or may be ordered from NCSM Member andConference Services, 6000 E. Evans Ave, #3-205, Denver, CO 80222, (303) 758-9611,office@ncsmonline.org.

April 2325, 2012Philadelphia, PennsylvaniaApril 1517, 2013Denver, ColoradoApril 79, 2014New Orleans, LouisianaApril 1315, 2015Boston, MassachusettsApril 1113, 2016San Francisco, California or visitmathedleadership.org for details.Denver, ColoradoOctober 6, 2010Baltimore, MarylandOctober 13, 2010New Orleans, LouisianaOctober 27, 2010Atlantic City, New JerseyOctober 19, 2011St. Louis, MissouriOctober 26, 2011Albuquerque, New MexicoNovember 2, 2011Also visit mathedleadership.org for NCSM membership events scheduled during the 2010NCTM Regionals in Denver, Baltimore, and New Orleans. Current and new NCSMmembers are welcome to participate.June 1518, 2010Aurora, IllinoisJune 2225, 2010Houston, Texas or visitmathedleadership.org for details.August 1619, 2010New York, New York

The editors of the welcome manuscripts thataddress concerns of leadership in mathematics rather than those of content or delivery. Editors areinterested in articles from a broad spectrum of formal and informal leaders who practice at local,regional, national, and international levels.Categories for submittal include:Key Topics in LeadershipCase StudiesResearch Report and InterpretationCommentary on Critical Issues in Mathematics EducationProfessional Development Strategies The last two categories are intended for short-pieces of 2 or 3 pages in length.Deadlines for the next two issues are , and .The promotes networking and collaboration among NCSM members and otherstakeholders in the education community and welcomes submission from members. The purpose ofthe is to advance the mission and vision of NCSM by informing the membershipof the ongoing activities of the NCSM Board, by publishing current information about issues,trends, programs, policy, and practice in mathematics education.The is published four times a yearfall, winter, spring, and summerand ismailed only to NCSM members as a benefit of membership.If you are having a hard time keeping up with reports that analyze, criticize, advise, politicize, andpulverize mathematics and science education and educators, you will find this service of greatvalue.The Kansky Reports: Reduce lengthy reports to 24 pages. Provide a web address from which the full report can be downloaded or purchased.

The process of developing research-informed leadership position papers on issues critical to the futuremathematics education began in the spring of 2007. Steven Leinwand submitted a proposal to the NCSMhich provided the template for what wouldbecome the NCSM Position Paper series. The process for developingeach paper begins with identifying an author to create an initial draft on a specific topic. The draft isedited and then sent out to individuals for critique. The paper is revised based on that feedback, returnedand then is submitted again to the board for approval. The extensive and collaborative process reflectsour collective voices and contributes to the power of these position papers.Recently released Position Papers include: (September 2007) (September 2007) (Spring 2008)(Summer 2008)(Spring 2009)(Fall 2009)Mark Driscoll, Boston, MAAlice Krueger, Centennial, COAlfinio Flores, Newark, DESteve Leinwand, Washington, DCLinda Fulmore, Cave Creek, AZ Suzanne Mitchell, Jacksonville, ARFred Gross, Newton, MAKit Norris, Southborough, MATimothy D. Kanold, Chicago, IL Janie Zimmer, Reading, PAGrace Kelemanik, Boston, MAJim Barta, Salt Lake City, UTRoberta Girardi, Ellicott City, MDRobert Berry, Charlottesville, VA Carol Greenes, Phoenix, AZDiane J. Briars, Pittsburgh, PARochelle Gutierrez, Champaign, ILRandy Charles, Carmel, CADonna Karsten, Halifax, NSGrace Coates, Berkeley, CAHenry Kepner, Milwaukee, WIRalph Connelly, Fonthill, ONLena Licón Khisty, Chicago, ILJim Conrey, Lincolnshire, ILJay Miller, Lincolnshire, ILTerry Coes, Wakefield, RIGloria Moran, Braintree, MAMarda Cotton-Ramey, Chicago, IL Judit Moschkovich, Santa Cruz, CAJerry Cummins, Hinsdale, ILSara Munshin, Los Angeles, CALinda Dacey, Cambridge, MAIleene Paul, Buffalo Grove, ILArlene Dowshen, Chester, PACathy Seeley, Austin, TXMark Driscoll, Boston, MATod Shockey, Orono, MEJosé Franco, Berkeley, CAJohn Sutton, Denver, COShirley Frye, Cave Creek, AZFern Tribbey, Northbrook, ILKay Gilliland, Oakland, CASteve Tribbey, Northbrook, IL

NCSM PresidentPittsburgh, PAConference CoordinatorSan Mateo, CAProgram ChairCave Creek, AZVolunteer Recruitment andManagement ChairColorado Springs, COLocal Support ChairLos Angeles, CASponsor LiaisonsPittsburgh, PANCSM Member and ConferenceServices Event CoordinatorDenver, CONCSM Executive DirectorBerkeley, CANCSM PresidentPittsburgh, PAConference CoordinatorSan Mateo, CAProgram ChairColorado Springs, COVolunteer Recruitment andManagement ChairChesapeake, VALocal Support ChairWinnetka, ILSponsor LiaisonsPittsburgh, PANCSM Member and ConferenceServices Event CoordinatorDenver, CONCSM Executive DirectorBerkeley, CATo join NCSM, renew your NCSM membership, and to register for the NCSM AnnualConference, Regional Events and Leadership Academy, contact:NCSM Member and Conference Services6000 E. Evans Ave, #3-205Denver, CO 80222Phone: (303) 758-9611 Fax: (303) 758-9616office@mathedleadership.org

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NCSM gratefully acknowledges the generous support and contributions made by the following companies to the 43rd NCSMAnnual Conference and/or various NCSM activities throughout the year. All NCSM members and conference attendees areencouraged to express their appreciation to each company through the contacts indicated below.1919 M Street NW, Suite 310Washington DC 20036Website: www.americaschoice.org(678) 361-4397cfielder@amerciaschoice.org(202) 783-3668 x2207kfeimster@amerciaschoice.org(646) 943-8125ccrump@americaschoice.org601 Lake Air DriveWaco, TX 76710Website:www.cordcommunications.com(254) 776-1822 x 327pbateman@cordcommunications.com(254) 776-1822 x 371cdmaness@cordcommunications.com(254) 776-1822 x 313dbrock@cordcommunications.com118 Bauer DriveP.O. Box 7046Oakland NJ 07436-7046Phone: (800) 770-8010Email: info@eaieducation.comWebsite: www.eaieducation.com(800) 770-8010bguglberger@eaiusa.com(800) 770-8010 x 7600btuzzeo@eaiusa.com570 Mt. Pleasant AvenueDover, NJ 07801Website: www.casioeducation.com(973) 361-5400 x 1561mweiss@casio.com(973) 361-5400 x 1146gyurchuk@casio.com10603 Westwood DriveCheltenham, MD 20623(301) 372-8800jmitchell@casio.com395 Main StreetRowley, MA 01969Phone: (800) 458-0024Fax: (800) 350-2345Website: www.didax.com(978) 997-4310brian@didax.com(978) 997-4395steve@didax.com(978) 997-4385margo@didax.comP.O. Box 397Timnath CO 80547Website: www.educatorsoutlet.com(800) 315-2212garyotto@educatorsoutlet.com(970) 224-3811rbond@educatorsoutlet.com(970) 224-3811 x223blakeliley@educatorsoutlet.com331 North La Salle StChicago IL 60654Phone: (800) 621-3900Website: info.eb.com(800) 621-3900 x7069twilliams@eb.com

(800) 621-3900 x7049pridgway@eb.com(800) 621-3900 x7051cdehaven@eb.com500 Greenview CourtVernon Hills, IL 60061Website: www.etacuisenaire.com(300) 619-0119smoore@etacuisenaire.comP.O. Box 2185Charlottesville, VA 22902Website: www.explorelearning.com(866) 882-4141 x 207rroegiers@explorelearning.com(434) 293-7043 x 223jgiven@explorelearning.com(434) 293-7043 x 222dshuster@explorelearning.com222 Berkeley StBoston MA 02116Website: www.hmhpub.com(815) 230-5650ML.Jakala@hmhpub.com(803) 808-8211Linda.Peeler@hmhpub.com(617) 351-3844Marta.Miko@hmhpub.com(617) 351-5461Katie.Leszczynski@hmhpub.com(617) 351-5262mary.connolly@hmhpub.com84 Business Park Dr, Ste 307Armonk NY 10504(888) 698-TIMEFax: (914) 206-6444Email: generalinfo@herrfjones.comWebsite: www.its-about-time.com(914) 273-2233 x 501talaster@herffjones.com(914) 273-2233 x 515jrnordland@herffjones.comDirector of Product Developmentand Grant(914) 273-2233 x 520bzahm@herffjones.com(888) 698-8463(914) 273-2233 X529mdkatechis@herrfjones.com1150 65th StEmeryville CA 94608Website: www.keypress.com(510) 595-7000 x149abala@keypress.com(800) 995-MATH x 249jryan@keypress.com3210 Cherry StPhiladelphia PA 19104Website: mathforum.org(215) 895-1080stephen@mathforum.org(215) 895-1080amir@mathforum.org150 Gate 5 RdSausalito CA 94965(800) 868-9092Email: info@mathsolutions.comWebsite: www.mathsolutions.com(415) 339-4819tkleine@mathsolutions.com647 E Nottingham PlaceSan Antonio, TX 78209(210) 829-0300cfelux@mathsolutions.com

8787 Orion PlColumbus OH 43240Website: www.mheducation.com(614) 430-6346donna_long@mcgraw-hill.com3631 S. Harbor Boulevard, Suite 200Santa Ana, CA 92704Phone: (888) 751-5443Website: www.mindresearch.net(714) 751-5443iellerbe@mindresearch.net(610) 551-9818rmagliano@mindresearch.netOne Lake StreetUpper Saddle River, NJ 07458(201) 236-6613denise.odea@pearson.comP.O. Box 650311Dallas, TX 75265Website: education.ti.comSenior Vice President, TexasInstrumentsmlovett@ti.com(214) 567-5682jalexander@ti.com(972) 917-1541kdalton@ti.com(972) 917-2061frye@ti.comOne Lake StUpper Saddle River NJ 07458Website: www.PearsonSchool.comPearson1900 E Lake AveGlenview IL 60025(847) 486-2104mike.evans@pearson.comPearson501 Boylston StBoston MA 02116(617) 671-2041john.carroll@pearson.com100 Talcott AveWatertown, MA 02472Website: tomsnyder.com(617) 926-6000pcipkowski@tomsnyder.com

Borenson and Associates, Inc.CASIO America, Inc.CORD Communications, Inc.Educators OutletEncyclopaedia BritannicaETA/CuisenaireBehind Monday program tabBehind Monday program tabBehind Wednesday program tabBehind About NCSM tabOutside back coverBehind Tuesday program tabBehind Tuesday program tabExemplars Page 47ExploreLearningHeinemann PublishingKey Curriculum PressThe Math Forum @ DrexelMath SolutionsMcGraw-Hill School Education GroupMIND Research InstituteScholasticTexas InstrumentsInside front coverBehind Wednesday program tabBehind About NCSM tabInside back coverBehind Wednesday program tabBehind Wednesday program tabBehind Tuesday program tabBehind About NCSM tabBehind Monday program tabBehind Wednesday program tabBehind About NCSM tabBehind Monday program tab

All Sponsor Showcase Sessions will be held in Annie on the 3 rd Floor.9:30 AM 10:30 AM ,Students Can Succeed!10:45 AM 11:45 AM , Session 129: Automaticity WITH Understanding12:15 PM 1:15 PM ,Session 145: Ignite NCSM! Ten Speakers Light Up the Room with FreshIdeas in Mathematics.1:30 PM 2:30 PM , Session 155: Singapore Math for the US Classroom2:45 PM 3:45 PM , Session 165: CASIO Technology at Work Building 21 st Century Skills8:45 AM 9:45 AM , Session 211: Helping Teachers Help Children Build Mental Math andComputation Strategies10:15 AM 11:15 AM ,Session 227: Comprehensive Solutions for Algebra Success2:45 PM 3:45 PM ,Session 250: Changing the Way Students See and Learn High School Math8:45 AM 9:45 AM , Session 310: Critical Foundations for Algebra: Implicationsfor Intervention10:00 AM 11:00 AM ,Session 325: Changing Opportunities and Changing Lives by Moving MathForward11:15 AM 12:15 AM ,Session 340: The Common Core Standards: Getting Ahead of the Curve forImplementationAll Technology Showcases will be held in Emma on the 3 rd Floor.9:30 AM 10:30 AM , Session 111: Using Technology for Student Success in 612 Mathematics10:45 AM 11:45 AM -3 FormativeAssessment12:15 PM 1:15 PM and Hands-On Demonstration Lab1:30 PM 2:30 PM , Session 154: Practice SMART! Assess SMART! Differentiate SMART!!2:45 PM 3:45 PM , Session 164: Math Solutions Technology Showcase: Introducing , An Interactive Coaching Service4:00 PM 5:00 PM , Session 180: Sketchpad and Elementary Math: The Key to ImprovingStudent Learning and Engagement8:45 AM 9:45 AM Featuring the Cognitive Tutor Proof Tool10:15 AM 11:15 AM 2:45 PM 3:45 PM , Session 249: Using Online Simulations to Catalyze Better Math Instruction

Adams, Thomasenia Lott 232Alejandre, Suzanne 109Andreana, Diane 123Askey, Richard 230Azin, Mariam 336Ball, Deborah Loewenberg 332Balka, Don 122Bannister, Nicole 178Barta, Jim 334Bartle, Sandy 210Bastable, Virginia 133, 213Bay-Williams, Jennifer 327Beckmann, Sybilla 125Beckmann, Charlene 308Bedford, Pandora 140, 305Beecham, Jamie 245Berridge, Carol 153Bezuk, Nadine 352Bicer, Alpay 118Birnie, Susan 255Bitter, Gary 118Board, Jill 302Bohan, Jim 138Bohan, Susan 330Bonner, Emily 232Boswell, Laurie 257Bradley, Janice 110Bradsby, Larry 121, 251, 309Briars, Diane 146, 181, 243Brodesky, Amy 216, 306, 347Brown, Cathy 131Bryson, Janet 314Bunt, Nancy 148Burgess, Michele 235Burns, Marilyn 244Burrill, Gail 108, 217Callard, Cindy 151Cameron, Antonia 166, 231Cannon, Marilyn 328Carman, Elaine 233Catanzaro, Linda 237Cavanaugh, Mary 179Charischak, Ihor 351Charles, Randall 336Cheng, Ivan 127Clark, Andy 155, 159Clements, Douglas 125Coates, Grace 229Coates, Grace Dávila 329Cochran, Keith 157, 228Coe, Karen 145Coggins, Debra 329Collar, Betsy 174Cook, Kathi 111Cummins, Jerry 121Cuoco, Al 143Daro, Phil 301, 340Davenport, Linda 103Davis, Thelma 176Davis, Donna 233Delaney, Barbara 109Dempsey, Nan 115Dhaliwal, Jivan 242Dick, Tom 217Dillender, Cathie A. 250Dixon, Amber 150Dixon, Juli 341Dockterman, David 201Douglas, Cindy 218Driscoll, Mark 238Duckhorn, Patricia 242Dyson, Sally 231Echols, Cherie 174Economopoulos, Karen 157, 228Edmonds, Robin 123Ellington, Roni 345Euretig, Mary 153Fagan, Emily 216, 347Fantz, Traci 171Felux, Carolyn 164, 211Fennell, Francis (Skip) 105Fetter, Annie 247Findell, Brad 342Fletcher, Jennifer 245Flores, Alfinio 317Fong, Ho-Kheong 224Fonzi, Judi 151Foreman, Linda 302Foresman, Guy 162Foster, David 172, 349Franco, José 343Freeman, Marji 164, 223Frye, Shirley 121Fuson, Karen 125, 335Gartzman, Martin 344Gates, Claire 169, 171Gavin, M. Katherine 356Gianneschi, Stephanie 174Giberson, Nancy 101Gilbert, Barbara 163Gilbert, Michael 163Gillespie, Jane 144Gilliam, Sandie 117, 261Ginsburg, Herb 125, 331Girard, Nina 141Gojak, Linda 121, 222Gonzales, Roseanna 245Gorman, Jane 312, 354Greenburg, Robert 214Greenes, Carole 121, 179Greenhaus, Karen 180Griffin, Linda 106Gross, Fred 306, 347Gummer, Edith 171Haake, Jan 116Hakansson, Susie 242Hamada, Lori 130Haney, Paula 325Hanson, Margo 128Harbin Miles, Ruth 122Harding-Dekam, Jenni 334Hedges, Melissa 246, 305Heid, M. Kathleen 322Heidema, Clare 147Heikkinen, Susan 175Hern, Meghan 334Hidalgo, Paula 164Hill, Polly 311Hogan, Marie 109Hoover, Murrel 339Howard, Tyrone 202Howard, Lorraine 345Huber, Leigh 134Huinker, DeAnn 152Hull, Susan 111, 344Hull, Ted 122Hwee, Lim Soke 224Jackson, Shelia 156Jacobs, Vicki 170Jain, Darshan 318Jitendra, Asha 107Joyner, Jeane 206Kalman, Richard 355Kanim, Kathe 110Kanold, Timothy 136, 205Kanter, Patsy 155Karp, Karen 327Karsten, Donna 252Kearns, James 112Kelso, Catherine 236Kendall, Monica 209Kendrick, Diana 254Kepner, Hank 241Kerins, Bowen 143Kilian, Joy 158Kinch, Diane 135King, Jim 178Kise, Jane 167Knicl, Leslie 311Kobett, Beth 105Kranendonk, Henry 152Kysh, Judy 323Lahey, Jennifer 117Lamb, Lisa 170Lappan, Glenda 161Larkin, Tanya 110Lavelle, Lisa 169Lawrence, Paul 338Leimberer, Jennifer 236Leinwand, Steve 121, 220Leonard, Jacqueline 345Ley, John 313Linnenburger, Jim 311

Lovett, Melendy 234Lynch, Monique 337Malian, Ida 179Maly, Laura 316Mangin, Melinda 204Marchillo, Joanie 246Marsh, Georganne 215Martin, Cathy 203Martin, Gary 208Martin, Terry 319Mawhinney, Katherine 206, 207Mayfield-Ingram, Karen 229McCormick, Alison 134McGlone, Chadd 334McLemore Salinas, Tracie 207Mead, Claire 142Mesplé, Lisa 113Meylani, Rusen 118Miller, Ashley 109Miller, Winnie 131Miller, Andrea 235Milou, Eric 177Mitchell, Suzanne 137, 258Mitchell, Arlene 147Mooney, Mary 316Moore, Sara Delano 227Moore, Doug 331Morse, Amy 333Mosesson-Teig, Carol 231Moyer, Eric 214Munshin, Sara 260Murawski, Corinne 148Murray, Karen 158Myren, Christina 320Navarra, Agustin 240Nelson, Barbara 160Neral, John 225, 226Neuse, Kay 165Nikula, Johannah 238Norris, Kit 137, 212, 348OBrien, Thom 249OClair, Kris 203Olson, Judith 163Olson, Melfried 163Paek, Pamela 219Palumbo, Marian 230Papakonstantinou, Anne 209Parker, Ruth 113Parr, Richard 209Parrish, Sherry 211Patton, Charles 326Peterson, Matthew 129Philipp, Randolph 170Phillips, Elizabeth 161Pippen, Randy 243Pitvorec, Kathleen 116Pordum, Rebecca 123Porras, Gilda 153Quander, Judith 208Quisenberry, Tanya 110Rahming, Bernard 140Ramirez, Nora 343Reed, Kristen 160Resek, Diane 323Restivo, Serena 158Reys, Barbara 221, 352Richardson, Kathy 128, 153Ridgway, Paul 154Robarge, Jamie 245Roschelle, Jeremy 234, 326Rosowski, Arlene 150Rowan, Tom 121Russell, Susan Jo 213Salmons, Amy 339Sammons, Kay 105San Juan, Kristen 325Sanders, Lisa 158Schefelker, Beth 246, 305Schexnayder, Juli 307Schifter, Deborah 133, 213Schmit, Peter 176Schmoker, Mike 102Schrock, Connie 248, 256Scott, Kwame Anthony 303Seago, Nanette 238Seeley, Cathy 149Seitz, Richard 259Sgarlotti, Richard 346Shaneyfelt, Sam 173Shaughnessy, Mike 302Sheffield, Linda 321, 356Siegfried, John (Zig) 170Silverman, Fredrick Rick 346Simpson, Bob 319Simpson Leak, Donna 104Slabic, Stephanie 231Slover, Laura 324, 342Small, Marian 126Smith, Patty 239Smith, Margaret 315Spinos, Jennifer 176Star, Jon 107Stoelinga, Sara 204Stoelinga, Timothy 215Storeygard, Judy 320Strong, Dorothy 121Suddreth, Diana 304Sutton, John 147Swarthout, Mary 330Sykes, Debra 150Tamler, Louis 350Tassell, Janet 321Taylor-Cox, Jennifer 132Thompson, Denisse 308Tinto, Patricia 124Toncheff, Mona 175, 307, 353Toolson, Deborah 179Trow, Marilyn 310Usiskin, Zalman 139Usnick, Virginia 176Veater, Carl 144Viktora, Steve 253Walker, Cathy 339Wang-Iverson, Patsy 230Webb, David 114Weissglass, Julian 120, 168Weksler, David 351West, Lucy 166Williams, James 150Williams, James 340Williams, Trina 154Wilson, Patricia 322Winicki-Landman, Greisy 135Wong, Khoon Yoong 326Woodward, John 107Wray, John 105Yeap, Ban Har 326Zarach, Nancy 124Zimmermann, Gwen 318Birnie, Susan 202Boswell, Laurie 136Connelly, Ralph 156Fulmore, Linda 102Gojak, Linda 241Kanold, Timothy 218Karsten, Donna 146Kendrick, Diana 172Mitchell, Suzanne 332Munshin, Sara 120Schrock, Connie 302Seitz, Richard 103Viktora, Steven 317

Adams, Thomasenia Lotttla@coe.ufl.eduAlejandre, Suzannesuzanne@mathforum.orgAndreana, Dianedandreana@buffaloschools.orgBall, Deborah Loewenbergdball@umich.eduBartle, Sandyaweight@carnegielearning.comBastable, Virginiavbastabl@mtholyoke.eduBay-Williams, Jenniferjmbayw01@louisville.eduBedford, Pandorabedforpd@milwaukee.k12.wi.usBezuk, Nadinenbezuk@mail.sdsu.eduBirnie, Susansbirnie@acps.k12.va.usBohan, Jimjim_bohan@iu13.orgBoswell, Laurielaboswell@gmail.comBradley, Janicejbradley@nmsu.eduBradsby, Larry D.lsbradsby@hotmail.comBriars, Diane J.djbmath@comcast.netBrodesky, Amyabrodesky@edc.orgBrown, Cathytips4cathybrown@gmail.comBryson, Janetjanet@explearn.comBunt, Nancy R.nancy.bunt@aiu3.netBurgess, Michelemichele.burgess@aiu3.netBurns, Marilynmburns@mathsolutions.comBurrill, Gailburrill@msu.eduCameron, Antonia Marietonicam2@aol.comCannon, Marilyn D.marilyn.cannon@raytownschools.orgCarman, Elaine M.ecarman@schools.nyc.govCatanzaro, Lindalcatanzaro@mindresearch.netCharischak, IhorTamler@Cityhigh.orgCharles, Randallrcharles155@me.comCheng, Ivanicheng@csun.eduClark, Andyandyclark@qwest.netClements, Douglas H.clements@buffalo.eduCochran, Keithkeith_cochran@terc.eduCoe, Karenkcoe@keypress.comCoggins, Debradcoggins@comcast.netCook, Kathiklcook@mail.utexas.eduCuoco, Alacuoco@edc.orgDaro, Philpdaro@americaschoice.orgDavenport, Lindaldavenport@boston.k12.ma.usDavis, Thelmathelmadavis2@cox.netDempsey, Nandempseyn@sccsc.eduDick, Tomtpdick@math.oregon.eduDillender, Cathie A.cathie.dillender@pearson.comDixon, Juli K.jkdixon@mail.ucf.eduDockterman, Daviddock@tomsnyder.comDouglas, Cindycdouglas@guhsd.netEconomopoulos, Karenkaren_economopoulos@terc.eduFelux, Carolyncfelux@mathsolutions.comFennell, Francis (Skip)ffennell@mcdaniel.eduFetter, Annieannie@mathforum.orgFlores, Alfinioalfinio@math.udel.eduFong, Ho-Kheongdr.hkfong@gmail.comFonzi, JudiJudith.fonzi@rochester.eduForesman, Guydrforesman@cox.netFoster, Daviddfoster@svmimac.orgFreeman, Marji Annmfreeman@mathsolutions.comFuson, Karen C.fuson@northwestern.eduGartzman, Martingartzman@uic.eduGianneschi, Stephaniessgianneschi@aps.k12.co.usGiberson, Nancygiberson@sdcoe.netGilliam, Sandiesandie.gilliam@comcast.netGinsburg, Herbhpg4@columbia.eduGirard, Ninanina@pitt.eduGojak, Linda M.lgojak@sbcglobal.net

Gonzales, RoseannaRGonzales@pesd92.orgGorman, Janejgorman@edc.orgGreenes, Carole E.cgreenes@asu.eduGreenhaus, Karenkgreenhaus@keypress.comGriffin, Lindalinda.griffin@educationnorthwest.orgGross, Fredfgross@edc.orgGummer, Edithgummere@nwrel.orgHakansson, Susie W.shakans@ucla.eduHamada, Lori Michellelhamada@fcoe.orgHaney, Paulapaula.haney@risd.orgHanson, Margomargo@didax.comHeid, M. Kathleenmkh2@psu.eduHidalgo, Paulaphidalgo@mathsolutions.comHill, Pollyhillpo@champaignschools.orgHoover, Murrelmurrel.hoover@teachersdg.orgHoward, Tyronethoward@gseis.ucla.eduHuber, Leighleigh.huber@jefferson.kyschools.usHuinker, DeAnnhuinker@uwm.eduHull, Ted H.thhull@mail.utexas.eduJackson, Sheliasjackson@sandi.netJoyner, Jeane M.joynerj@meredith.eduKalman, Richardoffice@moems.orgKanold, Timothytkanold@d125.orgKanter, Patsyml.jakala@hmhpub.comKarsten, Donnakarstend@gov.ns.caKearns, Jamesmdkatechis@herffjones.comKelso, Catherine Randallckelso@uic.eduKendrick, Diana G.dgkend@gwmail.gwu.eduKepner, Hankhkepner@nctm.orgKinch, Dianediane.kinch@pusd.orgKing, Jimking@math.washington.eduKise, Janejane@edcoaching.comKysh, JudyJudyKysh@gmail.comLavelle, Lisalisa.lavelle@educationnorthwest.orgLawrence, Paulllteach5757670@aol.comLeinwand, Steven J.steveLmath@aol.comLeonard, Jacquelinejleo@temple.eduLey, John Kevinjohn@ict4u.comLynch, Monique C.mlynch@nctm.orgMartin, Cathy A.Cathy_Martin@dpsk12.orgMartin, Garymartiwg@auburn.eduMayfield-Ingram, Karenmayfield@berkeley.eduMcGlone, Chadd W.cwmcglone@yahoo.comMcLemore Salinas, Traciesalinastm@appstate.eduMead, Claireclaire@mathforum.orgMeylani, Rusenrusen.meylani@asu.eduMilou, Ericmilou@rowan.eduMitchell, Suzannesuzmith@comcast.netMooney, Marymooneyme@milwaukee.k12.wi.usMoore, Sara Delanosmoore@etacuisenaire.comMorse, Amy B.amorse@edc.orgMoyer, Ericeric.x.moyer@pearson.comMunshin, Sarasmunshin@sbcglobal.netNavarra, Agustinanavarra@cord.orgNelson, Barbara S.BNelson@edc.orgNeral, John T.mathguynj300@yahoo.comNeuse, Kaykneuse@coppellisd.comNorris, Kitnorriskit@aol.comO'Brien, Thomtobrien@explorelearning.comOlson, Melfriedmelfried@hawaii.eduPaek, Pamela L.ppaek@nciea.orgPapakonstantinou, Anneapapa@rice.eduParker, Ruthruthp@mec-math.orgPeterson, Matthewiellerbe@mindresearch.netPhilipp, Randolph A.rphilipp@mail.sdsu.eduPhillips, Elizabeth A.ephillips@math.msu.edu

Pitvorec, Kathleenkapitvor@uic.eduRahming, Bernardrahminbv@milwaukee.k12.wi.usRamirez, Noranora.ramirez@asu.eduReys, Barbarareysb@missouri.eduRichardson, Kathyinfo@mathperspectives.comRidgway, Paulpridgway@eb.comRoschelle, Jeremyjeremy.roschelle@sri.comRosowski, Arlenearosowski@buffaloschools.orgRussell, Susan JoSusan_Jo_Russell@terc.eduSanders, LisaLSanders@buffaloschools.orgSchefelker, Bethschefeba@milwaukee.k12.wi.usSchmoker, Mikeschmoker@futureone.comSchrock, Connie S.cschrock@emporia.eduScott, Kwame Anthonymthomba@yahoo.comSeago, Nanettenseago@wested.orgSeeley, Cathycseeley@mail.utexas.eduSeitz, Richardottoseitz@hotmail.comShaneyfelt, Sam R.samuel.shaneyfelt@aiu3.netShaughnessy, Mikemikesh@pdx.eduSheffield, Linda Jensensheffield@nku.eduflsilver@gmail.comSimpson, Bobbob@naiahedc.orgSimpson Leak, Donnadsimpsonleak@rich227.orgSlover, Lauralslover@achieve.orgSmall, Marianmarian@unb.caSmith, Margaret S.pegs@pitt.eduSmith, Patty E.saltmath@aol.comStoelinga, Sara Raysrstoelinga@uchicago.eduStoelinga, Timothy M.stoe@uic.eduStoreygard, Judyjudy_storeygard@terc.eduSuddreth, Dianadiana.suddreth@schools.utah.govSutton, John T.sutton@rmcdenver.comSwarthout, Mary B.swarthout@shsu.eduTamler, Louistamler@cityhigh.orgTaylor-Cox, JenniferJennifer@Taylor-CoxInstruction.comThompson, Denisse R.thompson@tempest.coedu.usf.eduTinto, Patricia P.pptinto@syr.eduToncheff, Monatoncheff@phxhs.k12.az.usTrow, Marilynmtrow@scholastic.comUsiskin, Zalmanz-usiskin@uchicago.eduVeater, Carlcveater@fcoe.orgViktora, Steveviktoras@newtrier.k12.il.usWang-Iverson, Patsypwangiverson@gmail.comWebb, David C.dcwebb@colorado.eduWeissglass, Julianweissglass@education.ucsb.eduWest, Lucylucy@lucywestpd.comWoodward, Johnwoodward@ups.eduZimmermann, Gwengzimmermann@d125.org

6:45 AM 5:00 PM 6:45 AM 7:30 AM7:30 AM 9:00 AM 9:30 AM 10:30 AM 9:30 AM 11:30 AM 10:45 AM 11:45 AM 11:00 AM 5:00 PM 11:30 AM 12:45 PM 12:45 PM 1:00 PM 12:00 PM 2:00 PM 12:15 PM 1:15 PM 1:30 PM 2:30 PM 2:45 PM 3:45 PM 2:45 PM 4:45 PM 4:00 PM 5:00 PM 5:15 PM 6:45 PM6:45 AM12:15 PM 7:30 AM 8:30 AM8:30 AM 12:15 PM 8:45 AM 9:45 AM 8:45 AM 10:15 AM 10:15 AM 11:15 AM 10:30 AM 12:00 PM 12:15 PM 2:15 PM 2:15 PM 4:00 PM 2:15 PM 5:00 PM 2:30 PM 3:30 PM 2:30 PM 4:00 PM 4:00 PM 5:30 PM 5:45 PM 7:00 PM 7:30 AM 10:30 AM 7:30 AM 8:30 AM 8:45 AM 9:45 AM 8:45 AM 10:15 AM 10:15 AM 11:15 AM 10:30 AM 11:30 AM 11:15 AM 12:15 PM 12:30 PM 2:30 PM2:45 PM 4:00 PM Special Interest Group Meetings